Second Edition

Maths Progress
Support Book
Series editors: Dr Naomi Norman and Katherine Pate
Authors: Jack Barraclough, Sharon Bolger, Catherine Murphy and Amy O‘Brien
 Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL.
www.pearsonschoolsandfecolleges.co.uk
Text © Pearson Education Limited 2019
Project managed and edited by Just Content Ltd
Typeset by PDQ Digital Media Solutions Ltd
Original illustrations © Pearson Education Limited 2019
Cover illustration by Robert Samuel Hanson
The rights of Nick Asker, Jack Barraclough, Sharon Bolger, Gwenllian Burns, Greg Byrd,
Lynn Byrd, Andrew Edmondson, Bobbie Johns, Catherine Murphy, Naomi Norman, Amy O‘Brien,
Mary Pardoe, Katherine Pate, Harry Smith and Angela Wheeler to be identified as authors of this
work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
First published 2019
22 21 20 19
10 9 8 7 6 5 4 3 2 1
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library.
ISBN 978 1 292 27994 7 (Print)
ISBN 978 1 292 33123 2 (PDF)
Copyright notice
All rights reserved. No part of this publication may be reproduced in any form or by any means
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Note from the publisher
Pearson has robust editorial processes, including answer and fact checks, to ensure the
accuracy of the content in this publication, and every effort is made to ensure this publication
is free of errors. We are, however, only human, and occasionally errors do occur. Pearson is
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ii
Contents

1 Indices and standard form 7 Circles, Pythagoras and

1.1 Indices 1 prisms
1.2 Calculations and estimates 3 7.1 Circumference of a circle 86
1.3 More indices 5 7.2 Area of a circle 88
1.4 Standard form 7 7.3 Pythagoras’ theorem 90
7.4 Prisms and cylinders 93
2 Expressions and formulae 7.5 Errors and bounds 97
2.1 Solving equations 9
2.2 Substituting into expressions 12 8 Graphs
2.3 Writing and using formulae 15 8.1 Using y = mx + c 100
2.4 Using and rearranging formulae 18 8.2 More straight-line graphs 103
2.5 Index laws and brackets 21 8.3 Simultaneous equations 106
2.6 Expanding double brackets 25 8.4 Graphs of quadratic functions 109
8.5 More non-linear graphs 112
3 Dealing with data
3.1 Planning a survey 27 9 Probability
3.2 Collecting data 30 9.1 Mutually exclusive events 115
3.3 Calculating averages 34 9.2 Experimental and theoretical
3.4 Displaying and analysing data 37 probability 117
3.5 Presenting and comparing data 41 9.3 Sample space diagrams 120
9.4 Two-way tables 123
4 Multiplicative reasoning 9.5 Venn diagrams 126
4.1 Enlargement 43
4.2 Negative and fractional scale 10 Comparing shapes
factors 47 10.1 Congruent and similar shapes 128
4.3 Percentage change 49 10.2 Ratios in triangles 132
4.4 Compound measures 51 10.3 The tangent ratio 135
4.5 Direct and inverse proportion 55 10.4 The sine ratio 139
10.5 The cosine ratio 142
5 Constructions 10.6 Using trigonometry to find angles 145
5.1 Using scales 57
5.2 Basic constructions 60 Answers 148
5.3 Constructing triangles 64
Index 174
5.4 Using accurate scale diagrams 67

6 Sequences, inequalities,
equations and proportion
6.1 nth term of arithmetic sequences 70
6.2 Non-linear sequences 74
6.3 Inequalities 77
6.4 Solving equations 79
6.5 Proportion 82

iii
 Maths Progress Second Edition
Confidence at the heart
Maths Progress Second Edition is built around a unique pedagogy that has been
created by leading mathematics educational researchers and Key Stage 3 teachers
in the UK. The result is an innovative structure, based around 10 key principles
designed to nurture confidence and raise achievement.

Pedagogy – our 10 key principles

• Fluency • Linking
• Problem-solving • Multiplicative Reasoning
• Reflection • Modelling
• Mathematical Reasoning • Concrete - Pictorial - Abstract (CPA)
• Progression • Relevance

This edition of Maths Progress has been updated based on feedback from thousands
of teachers and students.

The Core Curriculum

Textbooks with tried-and-tested differentation

Core Textbooks For your whole cohort

Based on a single, well-paced curriculum with built-in differentation, fluency,
problem-solving and reasoning so you can use them with your whole class.
They follow the unique unit structure that’s been shown to boost confidence
and support every student’s progress.

Support Books Depth Books

Strengthening skills and knowledge Extending skills and knowledge
Provide extra scaffolding and support Deepen students’ understanding of
on key concepts for each lesson in the key concepts, and build problem-
Core Textbook, giving students the solving skills for each lesson in the
mathematical foundations they need Core Textbook so students can
to progress with confidence. explore key concepts to their fullest.
iv
Welcome to Maths Progress Second Edition
Support Books!

Master
Learn fundamental knowledge and skills over a series of lessons.

Hints
Key point Explain key concepts and Guide students to help build problem-
definitions where students need them. solving strategies throughout the course.

1.3 More indices 4 a Copy and complete the missing powers of 3.

i 9 = 3u ii 27 = 3u iii 81 = 3u
b Write as a single power of 3.
• Understand numbers written in index form that are raised to a power i 93 = (uu)3 = 3u ii 273 = (uu)3 = 3u iii 813 = (uu)3 = 3u
• Understand negative and zero indices
• Use powers of 10
Positive and negative powers of 10

Guided
1 Problem-solving
More indices a Copy and complete this place value table.
Guided

1 Copy and complete.

Thousandths
Hundredths
Thousands
thousands

thousands

Hundreds
a (32)2 = (3 × 3) × (3 × 3) = 3u

Hundred
Millions

Tenths
Ones

)
Tens

)
(1000
Ten

(101 )
(100
b (32)3 = (3 × 3) × (3 × 3) × (3 × 3) = 3u .

1
c (32)4 = (3 × 3) × (3 × 3) × (3 × 3) × (3 × 3) = 3u

106 1 0 0 0 0 0 0 . 0 0 0
To write a number in index form raised to a power, multiply the indices.
105 1 0 0 0 0 0 . 0 0 0
For example, (37)2 = 37 × 2 = 314
104 .
Guided

103 .
2 Write as a single power of 2.
102 .
a (22)3 = 22 × 3 = 2u
101 .
b (22)4 = 22 × u = 2u
100 .
c (22)5 = 2u × u = 2u
−1
10 .
d (22)6 = 2u × u = 2u −2
10 .
10−3 .

Write 92 as a power of 3. b Copy and complete. Choose one of the options in the circle. smaller than
2
9=3 First write 9 as a power of 3. A positive power of 10 is _________ 1. larger than
A negative power of 10 is _________ 1. equal to
92 = (32)2 Square it.
100 is _________ 1.
92 = 32 × 2 Multiply the powers. c Copy and complete to write each negative power of 10 as a fraction. Q1c hint Use
= 34 The first one has been done for you. the place value
table to help you.
Guided

i 101 = 10 and 10−1 = 1 1 = 1

3 a Copy and complete the missing powers of 2. 10 10

i 8 = 4 × 2 = 22 × 2 = 22 + 1 = 2u ii 102 = u and 10−2 = 1 2 = 1

10 u
ii 16 = 42 = 22 × 22 = 2u + u = 2u Support 3 Unit 2
iii 103 = u and 10−3 = 1 3 = 1 Core 3 Unit 2 Depth 3 Unit 2
10 u
iii 32 = 4 × 8 = 2u × 2u = 2u + u = 2u
iv 104 = u and 10−4 = 1 4 = 1
b Write as a single power of 2. 10 u
Q3b hint Use your d Write each answer to part c as a decimal.
i 82 = (23)2 = 2u ii 162 = (uu)2 = 2u
iii 322 = (uu)2 = 2u
v 163 = (uu)3 = 2u
iv 83 = (uu)3 = 2u
vi 323 = (uu)3 = 2u
answers to part a to help.

Reflect
Expressions and formulae
What did you notice about negative powers of 10? What effect would multiplying
by a negative power of 10 have?

2.1 Solving equations

• Write and solve equations with fractions
• Write and solve equations with the unknown on both sides
5 Unit 1 Indices and standard form 6

Solving equations involving fractions

M01_KS3_Y9_MATHS_SUPP_9947_M01.indd 5 04/09/2019 13:13 M01_KS3_Y9_MATHS_SUPP_9947_M01.indd 6 04/09/2019 13:13

Worked example Reflect Metacognitive questions that

Use the balancing method to solve 2x = 4.
Provides guidance around examples of key
3
2x = 4
3 ask students to examine their thinking
Do the same thing to both sides of the equation.

concepts with images, bar models, and other ×3

2x = 12
×3
and understanding.
x 4 ×2 3 ÷3

pictorial representations where needed. ÷2

x = 6
÷2 ÷2 3 ×3 4
Guided

Guided questions 1 Use the balancing method to solve each equation. The first three have been started for you.
Check your answers.
a 3x b 2y c 3m
Provide extra scaffolding or partially ×2
2
= 6
×2 ×
5
= 10
× ×
4
= 6
×
3x = 2y = 3m =
completed answers to help students ÷3 ÷3 ÷ ÷ ÷ ÷
x = y = m=

work through questions step by step. d

4x
5
=8 e
2y
3
= 20 f
5m
4
= 10

1 Write these calculations as fractions. The first one has been done for you.
1
a 1÷2= b 2÷5=u c 2÷3=u d 5÷2=u
2 5 u u

2 Solve these equations.

The Support Book is designed to give students additional a 2x = 3 b 4x = 5 c 8x = 9 d 5x = 3

scaffolding and support on key concepts contained in each

Core Textbook lesson. It gives students the mathematical 9

foundations they need to progress with confidence. M02_KS3_Y9_MATHS_SUPP_9947_M02.indd 9 04/09/2019 16:03

Depth books are available for students who would benefit

from additional problem-solving content and further stretch.

v
 Progress with confidence!

This innovative Key Stage 3 Mathematics course builds on the first edition KS3 Maths
Progress (2014) course, drawing on input from thousands of teachers and students,
and a 2-year study into the effectiveness of the course. All of this has come together
with the latest cutting-edge approaches to shape Maths Progress Second Edition.

Take a look at the other parts of the series

ActiveLearn Service
Teaching Planning
The ActiveLearn service enhances the
Resources
course by bringing together your planning,
teaching and assessment tools, as well as
giving students access to additional resources
to support their learning. Use the interactive
Scheme of Work, linked to all the teacher and
Student
student resources, to create a personalised Resources
Progress
learning experience both in and outside & Assess
the classroom.

What’s in ActiveLearn for Maths Progress?

Front-of-class student books with links to PowerPoints, videos,

animations and homework activities
96 new KS3 assessments and online markbooks, including
end-of-unit, end-of-term and end-of-year tests
Over 500 editable and printable homework worksheets linked to
each lesson and differentiated for Support, Core and Depth
Online, auto-marked homework activities
Interactive Scheme of Work makes re-ordering the course easy by
bringing everything together into one curriculum for all students with links
to Core, Support and Depth resources, and teacher guidance
Student access to videos, homework and online textbooks

vi
ActiveLearn Progress & Assess
The Progress & Assess service is part of the full ActiveLearn service, or can be bought
as a separate subscription. It includes assessments that have been designed to ensure
all students have the opportunity to show what they have learned through:
• a 2-tier assessment model
• approximately 60% common questions from Core in each tier
• separate calculator and non-calculator sections
• online markbooks for tracking and reporting
• mapped to indicative 9–1 grades
New Assessment Builder
Create your own classroom assessments from the bank of Maths Progress assessment
questions by selecting questions on the skills and topics you have covered. Map the
results of your custom assessments to indicative 9–1 grades using the custom online
markbooks. Assessment Builder is available to purchase as an add-on to the
ActiveLearn Service or Progress & Assess subscriptions.

Purposeful Practice Books

Over 3,750 questions using minimal variation that:

build in small steps to consolidate knowledge and boost confidence

focus on strengthening skills and strategies, such as problem-solving
help every student put their learning into practice in different ways
give students a strong preparation for progressing to GCSE study

vii
 Support 3 Unit 1 Core 3 Unit 1 Depth 3 Unit 1

1 Indices and standard form

1.1 Indices
• Calculate combinations of indices, fractions and brackets
• Use index laws to simplify expressions

Priority of operations including negative numbers and powers

Guided

1 Copy and complete.

a (−2)2 = −2 × −2 = u Q1a hint Remember: negative × negative = positive
b (−2)3 = −2 × −2 × −2 = u
Q1b hint Remember: negative × negative × negative
c (−2)4 = −2 × −2 × −2 × −2 = u = positive × negative = negative
d (−2)5 = u × u × u × u × u = u

2 Decide whether each statement is true or false.

a (−1)2 = 12 b (−2)2 = 22 c (−3)2 = 32 d (−4)2 = 42
e (−1)3 = 13 f (−1)4 = 14 g (−1)5 = 15 h (−1)6 = 16
Guided

3 Copy and complete.

a (−2)2 + 1 = (−2 × −2) + 1 = u + 1 = u Q3a hint Follow the priority of operations:
do indices before addition and subtraction.
b 1 + (−2)2 = 1 + (−2 × −2) = u + u = u
c (−2)2 − 1 = (u × u) − u = u − u = u
d 1 − (−2)2 = 1 − (u × u) = u − u = u
e 52 − (−2)2 = (5 × 5) − (−2 × −2) = 25 − u = u
f 12 + (−3)2 = (1 × u) + (−3 × u) = u + u = u
g (−10)2 − (−9)2 = (u × u) − (u × u) = u − u = u

4 Reasoning Tom says, ‘1 + (−2)2 gives the same

Q4 hint Work out the indices first.
answer as 1 − 22.’ Is he correct?

Using the index laws to simplify expressions

Guided

1 Copy and complete.

a 23 = 2 × u × u b 24 = 2 × 2 × u × u
c 2 × 2 = (2 × u × u) × (2 × 2 × u × u) = 2u
3 4

1
Guided
2 Copy and complete to write as a single power of 3.
a 32 × 32 = (3 × 3) × (3 × 3) = 3u
b 32 × 33 = (3 × 3) × (3 × 3 × 3) = 3u
c 32 × 34 = (3 × 3) × (3 × u × u × u) = 3u
d 32 × 35 = (3 × 3) × (3 × u × u × u × 3) = 3u
e 32 × 36 = (u × u) × (u × u × u × u × u × 3) = 3u
f What do you notice about the power in the answers to parts a–e?

When multiplying powers of the same number you can add the indices (powers).

Write 123 × 125 as a single power of 12.

123 × 125 = 123 + 5 Add the powers together.
= 128
Guided

3 Copy and complete to write as a single power of 5.

a 53 × 57 = 53 + u = 5u
b 54 × 511 = 5u + u = 5u
c 5 × 53 = 51 + 3 = 5u
d 57 × 5 = 57 + u = 5u

Write 78 ÷ 73 as a single power of 7.

8
78 ÷ 73 = 73 Write the division as a fraction.
7
=7×7×7×7×7×7×7×7
7×7×7
= 7 × 7 × 71 × 71 × 71 × 7 × 7 × 7
1 1 1 Simplify the fraction by dividing the
7×7×7 numerator and denominator by 7 × 7 × 7.

=7×7×7×7×7
= 75
Guided

4 Copy and complete to write as a single power of 3.

5
a 35 ÷ 33 = 33 = 3 × 3 × 3 × 3 × 3 = u × u = u
3 3×3×3
3 u
b 3 ÷3 = 2=
4 2h × h×h×h=u×u=u
3 3×3
3 u
c 3 ÷3 = 2=
5 3 h × h ×h×h×h=u×u= u
3 3×3×3

Reflect In this lesson you have learned about indices. Write three things you need to
know when calculating using indices. Compare your list with a partner’s.

Unit 1 Indices and standard form 2

 1.2 Calculations and estimates
• Calculate with powers and roots
• Estimate answers to calculations

Estimating powers and roots

To find the cube root of a number √ find the number that is multiplied by
3

itself three times to give that number.

Guided

1 Copy and complete. The first one has been done for you.
therefore √1 = 1
3
a 13 = 1 × 1 × 1 = 1
therefore √8 = u
3
b 23 = 2 × 2 × 2 = 8
therefore √27 = u
3
c 33 = u × u × u = u
therefore √−1 = u
3
d (−1)3 = −1 × −1 × −1 = u
therefore √−8 = u
3
e (−2)3 = −2 × −2 × −2 = u
therefore √u = −3
3
f (−3)3 = u × u × u = u

2 Keenan is working out an estimate for √95.

He says, ‘I know that √81 is 9 and √100 is 10. Using a number line, I can see that √95 is
closer to √100 than √81. Therefore √95 is approximately 10.’
Use Keenan’s method to work out whether 9 or 10 is the best estimate for
a √83 b √89 c √92 d √99
√95
√81 √100

9 10
Guided

3 Copy and complete to find an estimate for each square root.

a √16 = 4 and √25 = u therefore √18 is approximately u Q3a hint
Draw a number
b √4 = u and √9 = u therefore √8 is approximately u
line like the one
c √36 = u and √49 = u therefore √40 is approximately u in Q2.

d √121 = u and √144 = u therefore √125 is approximately u

Guided

Saira is estimating √21.

3
4
She writes a list of the cube numbers: 1, 8, 27, 64, 125, ...
She sees that 21 is closest to 27 so she says, ‘ √21 is approximately 3’.
3

a Use Saira’s method to estimate

i √7 ii √30 iii √2
3 3 3

iv √110 v √99 vi √12

3 3 3

3
 b Copy and complete.
−13 = −1 −23 = −8 −33 = u −43 = u −53 = u
c Estimate
Q4c hint Your answers
i √−7 ii √−30 iii √−2
3 3 3
to part a should help.
iv √−110 v √−99 vi √−12
3 3 3

Estimating calculations

Estimate 4.91 + 3.252 × 1.91

4.91 + 3.252 × 1.91 ≈ 5 + 32 × 2 Round each number to the nearest whole number.

≈5+9×2 Follow the priority of operations – do indices first.

≈ 5 + 18 Do multiplication or division before addition or subtraction.

≈ 23
Guided

1 Copy and complete to estimate the answers. Q1 hint ≈ means ‘is approximately equal to’.
a 3.42 × (8.61 − 3.9) ≈ 3 × (9 − u) b 4.252 − 5.62 ≈ 42 − u
≈3×u ≈u−u
≈u ≈u
c (9.35 − 2.1)2 ≈ (u − u)2 d √102 × 5.43 ≈ √100 × u
≈ u2 ≈u×u
≈u ≈u
e √9 + 8.7 ≈ √8 + u f 2.8 × √−28 ≈ u × √−27
3 3 3 3

≈u+u ≈u×u
≈u ≈u

2 Reasoning Alice is buying three DVDs, which cost £5.99 each, and two books, which cost
£8.45 each.
a Estimate the total cost.
b Will your estimate be more than or less than the actual cost? Explain why you think this.

Reflect Write a list of the maths skills you used in this lesson.
Discuss with a partner the question you found most difficult in this lesson.

Unit 1 Indices and standard form 4

 1.3 More indices
• Understand numbers written in index form that are raised to a power
• Understand negative and zero indices
• Use powers of 10

More indices
Guided

1 Copy and complete.

a (32)2 = (3 × 3) × (3 × 3) = 3u
b (32)3 = (3 × 3) × (3 × 3) × (3 × 3) = 3u
c (32)4 = (3 × 3) × (3 × 3) × (3 × 3) × (3 × 3) = 3u

To write a number in index form raised to a power, multiply the indices.

For example, (37)2 = 37 × 2 = 314
Guided

2 Write as a single power of 2.

a (22)3 = 22 × 3 = 2u
b (22)4 = 22 × u = 2u
c (22)5 = 2u × u = 2u
d (22)6 = 2u × u = 2u

Write 92 as a power of 3.
9 = 32 First write 9 as a power of 3.

92 = (32)2 Square it.

92 = 32 × 2 Multiply the powers.

= 34
Guided

3 a Copy and complete the missing powers of 2.

i 8 = 4 × 2 = 22 × 2 = 22 + 1 = 2u
ii 16 = 42 = 22 × 22 = 2u + u = 2u
iii 32 = 4 × 8 = 2u × 2u = 2u + u = 2u
b Write as a single power of 2.
Q3b hint Use your
i 82 = (23)2 = 2u ii 162 = (uu)2 = 2u
answers to part a to help.
iii 322 = (uu)2 = 2u iv 83 = (uu)3 = 2u
v 163 = (u )3 = 2
u u
vi 323 = (uu)3 = 2u

5
 4 a Copy and complete the missing powers of 3.
i 9 = 3u ii 27 = 3u iii 81 = 3u
b Write as a single power of 3.
i 93 = (uu)3 = 3u ii 273 = (uu)3 = 3u iii 813 = (uu)3 = 3u

Positive and negative powers of 10

Guided

1 Problem-solving
a Copy and complete this place value table.

Thousandths
Hundredths
Thousands
thousands

thousands

Hundreds
Hundred
Millions

Tenths
Ones

)
Tens

)
(1000
Ten

(101 )
(100
.

1
106 1 0 0 0 0 0 0 . 0 0 0
5
10 1 0 0 0 0 0 . 0 0 0
4
10 .
103 .
2
10 .
1
10 .
0
10 .
10−1 .
−2
10 .
−3
10 .

b Copy and complete. Choose one of the options in the circle.   smaller than
A positive power of 10 is _________ 1. larger than
A negative power of 10 is _________ 1. equal to
100 is _________ 1.
c Copy and complete to write each negative power of 10 as a fraction. Q1c hint Use
The first one has been done for you. the place value
table to help you.
i 101 = 10 and 10−1 = 1 1 = 1
10 10
ii 10 = u and 10 =
2 1 = 1 −2
102 u
iii 103 = u and 10−3 = 1 3 = 1
10 u
iv 104 = u and 10−4 = 1 4 = 1
10 u
d Write each answer to part c as a decimal.

Reflect What did you notice about negative powers of 10? What effect would multiplying
by a negative power of 10 have?

Unit 1 Indices and standard form 6

 1.4 Standard form
• Write large and small numbers using standard form

Multiplying by positive and negative powers of 10

Guided

1 a Copy and complete the pattern.

2 × 10 = u
2 × 102 = 2 × 10 × 10 = u
2 × 103 = 2 × 10 × 10 × 10 = u
2 × 104 = 2 × u × u × u × u = u
2 × 105 = 2 × u × u × u × u × u = u
b Copy and complete the pattern.
30 = 3 × 10 = u
300 = 3 × 10 × 10 = 3 × 102
3000 = 3 × 10 × 10 × 10 = 3 × 10u
30 000 = 3 × u × u × u × u= 3 × 10u
300 000 = 3 × u × u × u × u × u = 3 × 10u

Work out 3 × 10−3.

10−3 = 1 = 0.001 Write 10−3 as a decimal.
1000
3 × 10−3 = 3 × 0.001 = 0.003

2 Work out
a 4 × 10−1 b 4 × 10−2 c 4 × 10−3 d 5 × 10−1 e 5 × 10−2 f 5 × 10−3

3 Reasoning
a Miguel says that dividing by 102 and multiplying by 10−2 give the same answer.
Is he correct?
b Miguel also says that dividing by 103 and multiplying by 10−3 give the same answer.
Is he correct?

Standard form
Very large and very small numbers are often written in standard form.
A number is written in standard form when a number between 1 and 10 is multiplied by a
power of 10. For example, 3 000 000 can be written in standard form as 3 × 106.
Guided

1 Write each number in standard form.

a 2000 = 2 × 1000 = 2 × 10u b 60 000 = 6 × 10 000 = 6 × 10u
c 900 = 9 × 100 = 9 × 10u d 80 000 = 8 × u = 8 × 10u
7
 2 Reasoning Jacqui and Al are writing the number 12 000 in standard form.
Jacqui writes: Al writes:
12 000 = 12 × 1000 12 000 = 1.2 × 10 000
= 12 × 103 = 1.2 × 104
What mistake has Jacqui made?

Q3 hint The number being multiplied by a

3 Problem-solving Which of the three options
power of 10 must be between 1 and 10.
shows the original number written in standard form?
a 340 000 A 34 × 104 B 3.4 × 105 C 3.4 × 106
b 1230 A 1.23 × 103 B 123 × 10 C 1.23 × 104
c 150 A 1.50 × 10 B 1.5 × 102 C 15 × 10
d 14 000 000 A 14 × 106 B 1.4 × 106 C 1.4 × 107
Guided

4 Copy and complete.

0.2 = 2 ÷ 10 = 2 × 10−1
0.02 = 2 ÷ 100 = 2 × 10−u
0.002 = 2 ÷ 1000 = 2 × 10−u
0.0002 = 2 ÷ 10 000 = 2 × 10−u
0.000 02 = 2 ÷ 100 000 = 2 × 10−u

Write 0.000 07 in standard form.

0.000 07 = 7 ÷ 100 000 Work out the power of 10 that 7 has been divided by.

= 7 ÷ 105 ÷ 105 is the same as × 10−5

= 7 × 10−5
Guided

5 a Copy and complete.

Q5a hint Dividing by 104 is the same as
i 0.0003 = 3 ÷ 10 000 = 3 ÷ 104 = 3 × 10u multiplying by 10−4.
ii 0.004 = 4 ÷ u = 4 ÷ 103 = 4 × 10u
iii 0.05 = 5 ÷ u = 5 ÷ 10u = 5 × 10u
iv 0.000 06 = 6 ÷ u = 6 ÷ 10u = 6 × 10u
b Write 0.000 000 000 3 in standard form: 3 × 10u

6 Problem-solving Which of the three options shows the original number written in
standard form?
a 0.000 053 A 53 × 10−6 B 5.3 × 10−5 C 5.3 ÷ 105
b 0.15 A 15 ÷ 102 B 1.5 × 10−1 C 15 × 10−2
c 0.0105 A 1.5 × 10−2 B 1.05 × 102 C 1.05 × 10−2
d 0.000 11 A 11 ÷ 10−5 B 1.1 × 10−4 C 1.1 ÷ 104

Reflect Do you think it is easier to read very large or very small numbers in
standard form? Explain.

Unit 1 Indices and standard form 8

 Support 3 Unit 2 Core 3 Unit 2 Depth 3 Unit 2

2 Expressions and formulae

2.1 Solving equations
• Write and solve equations with fractions
• Write and solve equations with the unknown on both sides

Solving equations involving fractions

Use the balancing method to solve 2x = 4.

3
2x = 4
3 Do the same thing to both sides of the equation.
×3 ×3
x ×2 3 ÷3 4
2x = 12
÷2 ÷2 ÷2 3 ×3 4
x = 6

Check: 2 × 6 = 12 = 4 ü
Check your answer is correct by
3 3 substituting your answer into the equation.
Guided

1 Use the balancing method to solve each equation. The first three have been started for you.
Check your answers.
a b c
3x 2y 3m
= 6 = 10 = 6
2 5 4
×2 ×2 × × × ×
3x = 2y = 3m =
÷3 ÷3 ÷ ÷ ÷ ÷
x = y = m=
4x 2y 5m
d =8 e = 20 f = 10
5 3 4

Solving equations with fraction solutions

Guided

1 Write these calculations as fractions. The first one has been done for you.
1
a 1÷2= b 2÷5=u c 2÷3=u d 5÷2=u
2 5 u u

2 Solve these equations.

a 2x = 3 b 4x = 5 c 8x = 9 d 5x = 3

9
Guided
3 Use the balancing method to solve these equations. The first three have been started for you.
Check your answers.
a b c
2a + 3 = 13 2x + 5 = 12 3m − 1 = 9
−3 −3 −5 −5 +1 +1
2a = 2x = 3m =
÷ ÷ ÷ ÷ ÷ ÷
a = x = m=
d 4x + 2 = 15 e 5p − 1 = 17 f 2x − 3 = 14

Solving two-step equations involving fractions

x
Use the balancing method to solve + 4 = 6.
2
x+4 = 6
2 Subtract 4 first to get the x-term on its own.
–4 –4
x = 2
2 x ÷2 3 +4 6
×2 ×2
×2 3 −4 6
x = 4

Check: 4 + 4 = 2 + 4 = 6 ü
2
Guided

1 Solve these equations. They have been started for you.

a
a b c x p
+ 4 = 10 +1=8 − 3 = 13
2 3 4
−4 −4 −1 −1 +3 +3
a x p
= = =
2 3 4
×2 ×2 × × × ×
a = x = p =

x+4
Use the balancing method to solve = 6.
2
x+4
= 6
2 Multiply by 2 first to remove the fraction.
×2 ×2
x + 4 = 12 x +4 3 ÷2 6
–4 –4
−4 3 ×2 6
x = 8
Check: 8 + 4 = 12 = 6 ü
2 2

Unit 2 Expressions and formulae 10

 Guided
2 Solve these equations. The first three have been started for you.
a b c
x+5 x+4 a−2
= 6 = 2 = 2
2 3 5
×2 ×2 ×3 ×3 ×5 ×5
x+5= x+4= a−2=
−5 −5 −4 − + +
x = x = a =
x+6 p−1 m−3
d =5 e =4 f =2
2 3 4

Solving equations with unknowns on both sides

Guided

1 Use the balancing method to solve this equation.

2x + 3 = x + 10 2x + 3 − x = x + 10 − x
−x −x
+3 = 10 +3−3 = 10 − 3
−3 −3
x = x =
Guided

2 Solve these equations. The first three have been started for you.
a b c
2x + 4 = x + 9 2x − 1 = x + 3 4x + 3 = 3x + 7
−x −x –x –x −3x −
x+4 = 9 x−1= 3 x+3 =
−4 −4 + + − −
x = x = x =
d 3x − 2 = 2x + 5 e 4x + 2 = 3x + 4 f 3x − 5 = 2x + 3
Guided

3 Solve these equations. The first one has been started for you.
a 4x = 2x + 8 b 3x = x + 10 c 5x = 2x + 9
−2x −2x
2x = 8
÷2 ÷2
x =

4 Solve these equations. Expand the brackets first.

a 2(x + 3) = x + 10 b 3(x − 2) = 2x + 5 c 4(x − 1) = 3x + 2
d 3(x − 2) = x + 4 e 3(x − 1) = 2(x + 5) f 3(2x + 4) = 2(2x +10)

Reflect
x+1 x
What is the same and what is different about = 5 and + 1 = 5?
3 3
How does this affect the way you solve each one?

11
 2.2 Substituting into expressions
• Use the priority of operations when substituting into algebraic expressions
• Substitute values into expressions involving powers and roots

Substituting values into expressions involving powers and roots

Guided

1 Work out
a 32 = 3 × 3 = u
b 62
c 52
d 23 = 2 × 2 × 2 = u
e 13
f 43
g √49
h √25
i √9

2 Work out the value of each expression.

a x2 when x = 4 Q2a hint When x = 4, x2 = u × u = u
b y2 when y = 7
c a2 when a = 0.5
d m3 when m = 3
e p3 when p = 2
Guided

3 Work out the value of each expression when a = 3.

a a2 + 4 = u × u + 4 = u
b a2 − 4
c a2 + 3
d a2 − 3
e a2 + a
f a2 − a
Guided

4 Work out the value of each expression when b = 2.

a b3 + 2 = u × u × u + 2 = u
b b3 − 2
c b3 + 5
d b3 − 5
e b3 + b
f b3 − b

Unit 2 Expressions and formulae 12

 5 Work out the value of each expression.
a 2c2 when c = 4 b 3d 2 when d = 1
c 2k2 + 1 when k = 2 d 2m2 + 3 when m = 2
e 3p2 + 4 when p = 2 f 2a3 when a = 3
g 3p3 when p = 2 h 2n3 + 1 when n = 1
i 2n − 2 when n = 2
3
Guided

6 Work out the value of each expression when a = 4 and b = 2.

The first two have been started for you.
a a2 + b = u × u + 2 = u
b a2 + b2 = u × u + 2 × 2 = u
c 2a2 + b d a2 − b2 Q6e–f hint The power relates to the number or letter
e 2a b
2
f 2ab2 immediately to the left. 2a2b means 2 × a2 × b or 2 × a × a × b

Substituting values into expressions involving brackets

The priority of operations is
Brackets → Indices (powers) → Division and Multiplication → Addition and Subtraction
Guided

1 Copy and complete for x = 2 and y = 3.

a (2y)2 = (2 × 3)2 = 6 × 6 = u
b (3x)2 = (3 × u)2 = u × u = u
c (4x)2 = (u × u)2 = u × u = u
d (x + 1)2 = (u + 1)2 = u × u = u
e (3 + y)2 = (u + u)2 = u × u = u
f (x + y)2 = (u + u)2 = u × u = u
g 2(x + y) = 2 × (u + u) = 2 × u = u
h 3(x + y) = 3 × (u + u) = u
i 5(x − y) = u × (u − u) = u
j (xy)2 = (u × u)2 = u × u = u Q1j hint Work out the value of xy first. xy means x × y.
Guided

2 Copy and complete for p = 3 and q = 4.

a (p + 2q)2 = (3 + 2 × 4)2 = u2 = u
b (p + 3q)2 = (3 + 3 × u)2 = u2 = u
c (2p + q)2 = (u × u + 4)2 = u2 = u
d (2p − q)2 = (u × u − 4)2 = u2 = u
e (p + q)2 + 1 = (u + u)2 + 1 = u2 + 1 = u
f (p + q)2 + 3 = (u + u)2 + u = u2 + u = u
g (p + q)2 − 2 = (u + u)2 − u = u2 − u = u

13
Guided
3 Work out the value of each expression when a = 2 and b = 12. The first two have been
started for you.
a u
a = =u
2 2
b u
b = =u
3 3
a+b
c
2
2a + b
d
4
ab
e
4
a+b
f
a

4 Work out the value of each expression.

a √x when x = 4 b √y when y = 100

5 Work out the value of each expression when x = 9 and y = 7.

a √x b √4x c √x + y

6 Work out the value of each expression when m = 8 and n = 27.

a √m b √n
3 3
Guided

7 Work out the value of each expression when a = 1, b = 4 and c = 3.

a a + (b × c) = 1 + (4 × 3)
Q7a hint Remember the priority of operations.
=1+u Do brackets before addition.
=u
b b + (c − a)
c a2 × (b − c)
d b2(c − a)
e 2b(c2 + a)
f 2b(c2 + 2a)
g b(c + a) + 5
h b(c + a) + b

8 Work out the value of each expression when a = −2, b = 3 and c = 5.

a 4a b ab c a+c
d b(a + c) e b(a + c )
2
f b(a2 + c) Q8f hint
g b(a2 + c) + b −22 = (−2)2 = −2 × −2 = u

Reflect
What is the same and what is different when you substitute a = 4 in the expressions
2a and (2a)2?
2

Unit 2 Expressions and formulae 14

 2.3 Writing and using formulae
• Write and use formulae

Writing and using formulae

Guided

1 Write an expression for the output of each function machine.

The first one has been done for you.
a a ×3 3 a × 3 or 3a

b b ×5 3 ________

c p +4 3 ________

d s −10 3 ________
Guided

2 Copy and complete each function machine.

Write an expression with the unknown number n.
The first one has been done for you.
a Double n add 4.
n ×2 3 +4 n × 2 + 4 or 2n + 4

b Subtract 4 from n then multiply by 3.

Q2b hint When multiplying an expression involving addition
n ..... 3 ..... ________ or subtraction, remember to use brackets: u(n − u)

c Add 3 to n then double.

n ..... 3 ..... ________
d Multiply n by 2 then subtract 4.
n ..... 3 ..... ________
Guided

3 Michael buys some cakes. The cost of each cake is 90p.

Copy and complete this function machine and write the formula for the cost, C, in pence,
of buying x cakes.
x ×90 3 90 C = 90

15
Guided
4Joe buys some glue sticks.
The cost of each glue stick is 20 pence.
Copy and complete this formula for the total cost, C, in pence, of buying g glue sticks.
C = u × g or C = ug

5 Mary buys some rulers.

The cost of each ruler is 50 pence. Q5 hint C = .......................
Write a formula for the cost, C, in pence, of r rulers.
Guided

6 The cost of a theatre ticket is £10.

a Copy and complete the formula for the cost, C, in £, of t tickets.
C=u×u=u
b Work out the cost of 6 tickets.

Paula rents a car.

The cost, C, of renting a car is £20 per day plus a £25 deposit.
a Use this function machine to write a formula for the cost, in £, of renting the car
for n days.
n ×20 3 +25 20n + 25

C = 20n + 25
b How much will it cost to rent the car for 4 days?
C = 20 × 4 + 25 = £105
It will cost £105.
Guided

7 The cost of hiring a trailer is £30 per day plus a £20 deposit.
a Copy and complete this formula for the cost, C, in £, of hiring the trailer for d days.
C = 30 × u + 20 or C = 30u + 20
b How much will it cost to hire the trailer for 2 days?

Unit 2 Expressions and formulae 16

 Graphs and formulae

The graph shows the cost of hiring a canoe.

Cost of hiring a canoe

80
70
Charge (£)

60
50
40
30 The cost is £10 per hour.
20
10 This is a fixed charge just for hiring the canoe. It is
0 the same no matter how long the canoe is hired for.
0 1 2 3 4 5
Number of days

a There is a fixed charge for hiring a canoe. How much is it?

£20
b How much will it cost to hire a canoe for 4 days?
20 + 10 × 4 = £60 Total cost = fixed charge + cost for 4 days
Guided

1 The graph shows the amount a gardener charges her customers.

Gardener’s charges

160
140
Charge (£)

120
100
80
60
40
20
0
0 1 2 3 4 5
Number of hours

a How much is the gardener’s call-out fee?

b How much does the gardener charge for 1 hour of work? Q1b hint How much does the
c How much does the gardener charge for 3 hours’ work? price increase in the first hour?
d Copy and complete this formula for the charge, C, in £, for h hours worked.
C=uh+u

Reflect It costs £10 per hour to rent a boat with a deposit of £20.
Simon says the formula for the cost of renting a boat is C = 20h + 10.
What mistake has Simon made? Write the correct formula.

17
2.4 Using and rearranging formulae
• Substitute into formulae and then solve equations to find unknown values
• Change the subject of a formula

Substituting values, then solving an equation

Use the formula M = P + Q to work out the value of

a M when P = 4 and Q = 5
M=P+Q
=4+5
=9
b P when M = 6 and Q = 2
M=P+Q
6=P + 2
–2 –2 Write your answer
4=P with the subject on the
P= 4 left‑hand side, P = ....

c Q when M = 10 and P = 3
M=P+Q
10 = 3 + Q
–3 –3
7=Q
Q= 7

1 Use the formula T = R + S to work out the value of

a T when R = 10 and S = 3 b S when T = 4 and R = 3
c R when S = 6 and T = 9

2 Use the formula L = P − Q to work out the value of

a L when P = 6 and Q = 1 b P when L = 4 and Q = 3

3 Use the formula d = st to work out the value of

a d when s = 3 and t = 5 b s when d = 20 and t = 4
c t when d = 30 and s = 10

F
4 Use the formula A = to work out the value of
H
a A when F = 15 and H = 5 b F when A = 6 and H = 4

Unit 2 Expressions and formulae 18

 Guided
5 The formula for the mean, M, of two values a and b is M = 1 (a + b).
2
Copy and complete to work out the mean of a and b.

a a = 6 and b = 2 M = 1 (6 + 2) = 1 × u = u
2 2
b a = 3 and b = 10 M = 1 (u + u) = 12 × u = u
2

Rearranging formulae
Guided

1 Rearrange each equation to show how you would work out the missing value.
The first one has been done for you.
s
a m + 4 = 10 b p−2=5 2a = 10 =3
5
−4 −4 + + ÷ ÷ × ×
m = 10 − 4 p= + a = s =
s
p−2=5 c 2a = 10 d =3
5
+ ÷ ÷ × ×
p= + a = s =

Rearrange M + 3 = N to make M the subject.

M+3=N
Use the inverse operation of +3 to get M on its own.
–3 –3
M= N – 3 Making M the subject means writing the formula as M = ...

M +3 3 N

M −3 3 N
Guided

2 Copy and complete to make P the subject of each formula.

a P+2=S b P−3=S
P = S − u P=S+u

c P + 4 = 2S d P − 6 = 3S
P = 2S − u P=u+u
Guided

3 Copy and complete to make M the subject of each formula.

Q3 hint Remember to do the
a 5M = N b 3M = 2N inverse operation.
N 2N
M= M =
u u
M M
c =N d = 2N
2 4
M = uN M = uN

19
 Rearrange S = 3T to make T the subject.
S = 3T
÷3 ÷3
S= T T ×3 3 S
3
T ÷3 3 S
T=S
3

4 Make T the subject of each formula.

a P = 4T b X = 6T
T T
c =Y d =Z
6 a
e bT = Q f R = cT

5 Make P the subject of each formula.

a M=P+5 b M=P−4
P
c M = 6P d M=
5

6 Make S the subject of each formula.

a T=S+R b T=S−R
S
c T = SR d T=
R
Guided

7 Make x the subject of each formula.

The first one has been started for you.
a y = 2x + c
y − u = 2x
2x = y − u
y−u
x =
u
b y = 2x − c
c 3y = 2x + 4c
d 3y = 2x − 5c

Reflect
Mark rearranged the formula T = 3P + S to make P the subject.
T
He said the answer was P = − S.
3
What has Mark done wrong? Write the correct answer.

Unit 2 Expressions and formulae 20

 2.5 Index laws and brackets
• Use the rules for indices for multiplying and dividing
• Simplify expressions involving brackets
• Factorise an expression by taking out an algebraic common factor

Rules of indices
Any number to the power of zero is 1.
Guided

1 Copy and complete.

a 23 × 24 = (2 × 2 × 2) × (2 × 2 × 2 × 2) = 2u
b 32 × 33 = (u × u) × (u × u × u) = 3u
c 5 × 54 Q1c hint 5 is the same as 51
d 7 ×7
4 2

e a7 × a3
f y5 × y
g Reasoning What do you notice about the answers to parts a–f?

The base number stays the same when you calculate with powers.
Guided

2 Simplify
a 2a2 × 3a3 = 2 × a2 × 3 × a3 = 2 × 3 × u2 × u3
= 6uu
b 4a3 × 2a4 = 4 × 2 × a3 × a4

= uau
c 3b2 × 4b5
d 2x2 × 5x4
e 5c4 × 4c
Guided

3 Copy and complete. The first one has been done for you.

a 45 ÷ 43 = 4 × 4 × 4 × 4 × 4 = 42
4×4×4
b 5 ÷5 =
8 h
5 × h × h × h × h × h × h × h = 5u
h×h×h×h×h
c 34 ÷ 3
d 64 ÷ 62
e t5 ÷ t2
f s3 ÷ s
g Reasoning What do you notice about the answers to parts a–f?

21
 4 Simplify
10u4
a 10b4 ÷ 2b =
2u
= 5uu
b 8b5 ÷ 2b2
c 9x6 ÷ 3x4
d 12a8 ÷ 3a2
e 10y3 ÷ y Q4e hint y is the same as 1y1

Simplify
a (34)2
(34)2 = 34 × 34 = 38
b (2a2)3
(2a2)3 = 2a2 × 2a2 × 2a2
Multiply the numbers and add the powers
= 2 × 2 × 2 × a2 × a2 × a2 together.
= 8a6
Guided

5 Simplify
a (34)2 = 34 × 34 = 3u
b (52)3 = 52 × 5u × 5u = 5u
c (a6)2 = au × au = au
d (x4)3 = x(4 × u) = xu
e (4m3)2 = 4m3 × 4m3 = umu
f (3p5)3 = 3p5 × 3p5 × 3p5 = upu
Guided

6 Copy and complete this pattern.

23 = 2 × 2 × 2 = 8
÷2
22 = 2 × 2 =
÷2
21 =
÷2
20 =

7 Evaluate
a 101 b 70 c 42
d 60 e 31 f x0

Unit 2 Expressions and formulae 22

 Collecting like terms involving powers
Guided

1 Simplify these expressions. The first two have been done for you.
a a + a = 2a b a2 + a2 = 2a2
c a + a = ua
3 3 3
d b2 + b2 + b2 = ub2
e x2 + x2 + x2 + x2 = ux2

a2 and a2 are like terms and can be collected and simplified.

a3 and a3 are like terms and can be collected and simplified.
Guided

2 Simplify these expressions. The first one has been done for you.
a 4a + 3a = 7a b 4a2 + 3a2 = ua2
c 2a + 3a = ua
3 3 3
d 4b2 + 2b2 = ub2
e 3b2 + b2 + 2b2= ub2

Expanding brackets: grid method

1 Expand the brackets.
a 3(x + 2) b 4(y + 5)
c 2(2x + 3) d 5(4a − 3)
Guided

2 Expand the brackets.

y(y + 1)
× y +1
y y2 +y

= y(y + 1) = u2 + u
Guided

3 Expand the brackets.

a x(x + 1) b y(y − 3) c a(2a + 4) d p(4p − 3)
× x +1 × y −3 × 2a +4 × 4p −3
2 2
x + y − a + p −

= u2 + x = u2 − uy = uau + ua = upu − up
Guided

4 Expand the brackets.

p(p2 + 4)
× p2 +4
p p3 +4p

p(p2 + 4) = u3 + 4u

5 Expand the brackets.

a p(p2 + 2) b x(x2 + 3) c a(a2 − 3) d y(y2 − 1)

23
 Factorising by taking out one term
1 Find the highest common factor of
a 12 and 4 b 20 and 10

Factorise means to ‘put back into brackets’ by finding a factor common to all
the terms. Look for the highest common factor.

Factorise 6a + 3b.
6a + 3b = 3(2a + b)

3 is the highest common factor of 6 and 3 so write it outside the brackets.

Check: 3(2a + b) = 3 × 2a + 3 × b
= 6a + 3b ü Check your answer by expanding the brackets.
Guided

2 Copy and complete to factorise these. Check your answers.

a 4x + 6 = 2(ux + u)
b 8a + 2 = u(ua + u)
c 12b + 4 = u(ub + u) Q2c and d hint Check that you have
d 20y +10 =u(uy + u) used the highest common factor.

Factorise x2 + 2x
As x is the highest common factor of x2
x2 + 2x = x(x + 2)
and x, write it outside the brackets.
Guided

3 Copy and complete to factorise these. Check your answers.

a x2 + 2x = x(x + u)
b y2 + 3y = y(y + u)
c a2 − 5a = a(a − u)
d p2 − 10p = u(u − u)
e 2x2 + 4x = 2x(x + u) Q3e hint The highest common
f 3b2 + 6b = 3b(u + u) factor of 2x2 and 4x is 2x.

Reflect In this lesson you expanded, simplified and factorised.

Explain the difference between expanding, simplifying and factorising.

Unit 2 Expressions and formulae 24

 2.6 Expanding double brackets
• Multiply out double brackets and collect like terms

Expanding double brackets

Guided

1 Use the grid method to work out 23 × 42.

× 20 +3
40 800 +120
+2 +40 +6

= 800 + 120 + 40 + 6 = u
Guided

2 Use the grid method to work out 35 × 21.

× 30 +5
20
+1

=u+u+u+u=u

Expand and simplify (x + 2)(x + 3) using the grid method.

× x +2
The diagonal terms are ‘like
x x
2
+2x terms’ and so can be collected.
+3 +3x +6
(x + 2)(x + 3)
= x2 + 2x + 3x + 6
= x2 + 5x + 6
Guided

3 Copy and complete to expand and simplify (a + 5)(a + 2).

× a +5
a a2 +5
+2 +2 +

= a2 + ua + u

25
 4 Expand and simplify
a (x + 4)(x + 3)
b (a + 1)(a + 2)
c (a + 5)(a + 3)
d (y + 4)(y + 2)
Guided

5 Expand and simplify

Q5 hint Be careful when
a (x + 4)(x − 2) multiplying by a negative number.
× x +4
x x2 +4
−2 −2 −

b (x − 4)(x + 2)
c (x − 4)(x − 2)
d Reasoning What do you notice about your answers to parts a and b?

6 Expand and simplify

a (a + 5)(a − 4)
b (p − 3)(p + 2)
c (m − 4)(m − 2)
Guided

7 Expand and simplify

a (x + 4)2 = (x + 4)(x + 4) = _________
b (y + 2)2
c (p − 1)2

Reflect
Gemma expanded and simplified (x − 3)(x + 6).
Her answer was x2 − 3x + 18.
Check her answer. What mistakes did she make?

Unit 2 Expressions and formulae 26

 Support 3 Unit 3 Core 3 Unit 3 Depth 3 Unit 3

3 Dealing with data

3.1 Planning a survey
• Identify sources of primary and secondary data
• Choose a suitable sample size and what data to collect
• Identify factors that might affect data collection and plan to reduce bias

Choosing which data to collect

1 Kayla wants to find out whether males or females travel longer distances to work.
Her survey asks these four questions.
A What is your age?
B What is your gender?
C What is your salary?
D What distance do you travel to work, in miles?
a Which question will help her know whether she is speaking to a male or female?
b Which question will help her know how far they travel to work?

2 Amir wants to find out whether older people

Q2 hint Which information will tell Amir
earn more money than younger people. how old a person is and which will tell
Which pieces of information from Q1 should him how much they earn?
he collect?

3 Abha wants to find out if males earn more money than females.
Which pieces of information from Q1 should she collect?

Primary and secondary data

1 Which of these people collected data themselves?
Q1 hint Primary data is data
Hannah asked students in her class what they you collect yourself.
thought of a new TV show.
Ryan found information about life expectancy using online records.
Sasha found information about goals scored per football game in the newspaper.
Tim asked his neighbours what they thought of the new park.

27
2 Which of these people used data that was collected by
Q2 hint Secondary data is data
someone else?
collected by someone else.
Lamarr found information about number of cars per
household using online records.
Olivia found information about voting using online data.
Ethan asked people at a party about their favourite dessert.
Ruth asked members of her football team about their favourite sports person.

3 Which people in Q1 and Q2 used primary sources?

4 Which people in Q1 and Q2 used secondary sources?

Sample size
1 Work out 10% of
a 500
b 2000
c 250
d 80

2 Choose an appropriate sample size for each situation.

Q2 hint An appropriate
a There are 500 members of a gym. Ismail wants to find sample size is usually 10%
out their favourite piece of equipment. of the whole population. Use
b There are 2000 people living in a village. Hailey wants your answers to Q1 to help.
to find out the residents’ views on the library.
c There are 250 students in Year 9. Mariah wants to find out what music they should play at
an end-of-year dance.
d There are 80 members of a scout group. Jacob wants to find out what they should do for
a group project.

Data collection
1 Josh has some hypotheses about the students in his class. Q1 hint
Hypothesis Data collection A hypothesis
i 20% of the students in my class A Ask students if they want to go to is a statement
you can test by
were born in September. university.
collecting data.
ii 15% of the students in my class say B Look at school records about how
science is their favourite subject. students travel to school.
iii 85% of the students in my class C Look at school records about birth
want to go to university. month.
iv 30% of the students in my class D Ask students to name their
take the bus to school. favourite subject.

a Match each hypothesis with the best way of collecting relevant data.
b Which sources of data are primary sources?

Unit 3 Dealing with data 28

 2 Match each measurement with the most appropriate unit of measure.
Q2 hint Shorter
Measurement Unit of measure distances are
i Distance between two cities A Nearest mm usually measured
more accurately.
ii Height B Nearest km
iii Length of finger C Nearest cm

Bias and random samples

1 Reasoning Danny wants to find out what residents of his town
Q1 hint A sample that
think about the new supermarket. He plans to ask the people in does not represent the
his family. whole population is
a Explain why Danny’s sample will not represent the views of the likely to be biased.
whole town.
b Is Danny’s sample biased? Explain your answer.

2 Reasoning Explain why each of these samples would be biased.

a Usman asks the first 10 people he sees at school if they think school should start earlier.
b Becky asks her friends to name their favourite restaurant.
c Emily asks people in a town centre whether they want a new car park built.

Reflect Think about the different topics covered in the lesson:

• choosing suitable data
• primary and secondary data
• sample size
• data collection
• biased samples.
Discuss with a partner how you would investigate the number of people in your school with
blue eyes. Try to discuss each topic from this lesson.

29
 3.2 Collecting data
• Design and use data collection sheets and tables
• Design a good questionnaire

Discrete and continuous data

1 Reasoning The numbers of emails received in an hour
by 15 employees are
Q1b hint When the data
7, 11, 5, 15, 16, 12, 3, 4, 8, 14, 9, 13, 5, 10, 9 comes from counting items, it
a Is it possible to receive 2.3 emails? can only take whole-number
values so it is discrete.
b Is this data discrete? Explain.

2 Reasoning Hugh measures his tomato plants one morning

Q2 hint Continuous data
with a ruler. His measurements, in centimetres, are is measured. It can take any
5.3, 6.4, 5.6, 6.1, 4.1, 7.3, 4.5, 4.6, 5.7, 5.5 value in a range.

Is this data continuous? Explain.

3 Reasoning At a fairground, the number of people that go on the dodgems each night is
recorded. Here are the results.
267, 350, 337, 343, 290, 328, 317, 178, 342, 259, 372, 169, 304, 233, 266, 297
Is this data discrete or continuous? Explain.

Data collection sheets

Discrete and continuous data are grouped differently. Decide which type of
data you have before beginning to group the data.
Discrete data will have groups like 0−5, 6−10, 11−15, …
Continuous data will have groups like 0 < x < 5, 5 < x < 10, 10 < x < 15, …
There are no gaps between groups in continuous data.
Guided

1 Gavin asked his class to record how many portions of fruit they ate in a week.
These are his results.
21, 16, 4, 16, 17, 1, 9, 0, 11, 23, 12
a Copy and complete the data collection sheet for this data.
Portions of fruit Portions of fruit (grouped) Tally Frequency
0, 1, 2, 3, 4, 5 0−5
6, 7, 8, 9, 10, 11 6−u
12, 13, 14, u, u, u u−u
18, u, u, u, u, u u−u
b Is this data discrete or continuous?

Unit 3 Dealing with data 30

 Guided
2 Jess records the reaction times, in seconds, for a group of students in her class.
These are her results.
0.47, 0.65, 0.18, 0.73, 0.29, 0.56, 0.19, 0.47, 0.41, 0.60
a Copy and complete the data collection sheet for this data.
Reaction times Tally Frequency
0.0 < x < 0.2
0.2 < x < 0.4
u<x<u
u < x < 0.8
b Is this data discrete or continuous?

3 Oliver asked students in his class to record how many days last month they did at least
30 minutes of exercise. These are his results.
14, 6, 9, 1, 7, 22, 17, 19, 10, 13, 9, 2, 18, 6
a Is this data discrete or continuous?
b What is the lowest data value?
c What is the highest data value?
Oliver would like to divide the data into five groups of equal size.
d Suggest rounded values for the beginning and end of your data groups.
e Divide the data into five groups.
Q3e hint Use the Key point
Copy and complete the frequency table for the data.
to select the correct way of
Days Tally Frequency grouping your data. Check
that each data value fits into
one of the groups.

4 Mei measures the length in centimetres of the middle finger of 10 students in her class.
These are her results.
6.9, 7.8, 6.3, 8.2, 5.8, 7.6, 8.5, 6.6, 7.2, 8.0
a Is this data discrete or continuous?
b What is the lowest data value?
c What is the highest data value?
Mei would like to divide the data into five groups of equal size.
d Suggest rounded values for the beginning and end of your data groups.
e Divide the data into five groups. Draw and complete a frequency table for the data.

31
Two-way tables
1 The table shows the age and eye colour of five friends.
Name Age (years) Eye colour
Adele 23 Blue
Justin 38 Brown
Maddy 31 Blue
Penny 25 Green
Sabir 24 Brown

The data is going to be recorded in this two-way table.

Eye colour

Age
(years)

a Write two equal intervals for the age data. Q1a hint Age is
b Write three headings for the eye colour data. discrete data, so use
c Copy the two-way table. Write the headings in the correct places. the correct notation.

2 The two-way table shows information about year group and height of five students.
Name Year group Height (cm)
Abi 9 156
Chen 10 162
Henry 10 167
Nadia 9 153
Sophia 10 159

The data is going to be recorded in this two-way table.

Year group

Height
(cm)

a Write two headings for the year group data.

b Write two equal intervals for the height data. Q2b hint Height is continuous
c Copy the two-way table. Write the headings in the data, so use the correct notation.
correct places.

Unit 3 Dealing with data 32

 Designing a questionnaire
1 Thomas wants to find out people’s views on apples. He has these two possible questions.

A Apples are the best fruit. Do you agree?

u Yes u No
B Do you enjoy eating apples?
u Yes u No

a Which question encourages you to pick ‘Yes’? Q1b hint A question should not
b Which question should Thomas use? lead towards one answer.

2 Megan wants to find out how many hours her friends spend watching TV each week.
She has these two possible questions.

A How many hours of TV do you watch each week?

u 0−1
u 2−4
u 5−10
B How many hours of TV do you watch each week?
u 0−1
u 3−4
u 6−10 Q2 hint What if one of
Megan’s friends watches
Which question has the better response section? 5 hours of TV each week?

3 Yusuf wants to find out students’ views on the amount of homework they receive.
He has these two possible questions.

A How many minutes do you spend on homework each night?

u 0−10
u 11−30
u 31−60
u 61 or more
B Do you get too much homework?
u Yes u No

a Which question has a vague response section?

b Which question should Yusuf use?

Reflect Look back at the section on designing a questionnaire. Discuss with a partner
some important ideas for designing good questions and good response sections.

33
 3.3 Calculating averages
• Find the median from a frequency table
• Estimate the mean from a large set of grouped data

Calculating the median from a table

n+1
The median of n ordered values is the th value.
2
15 + 1 16
For example, if there are 15 values, the median is the = = 8th value.
2 2
Guided

1 The table shows the number of siblings for Number of siblings Frequency
19 people in a class. 0 6
1 8
2 3
3 2
Total 19

a Copy and complete by writing the data in ascending order.

Q1a hint Ascending
0 , 0 , 0 , 0 , 0 , 0 , 1 , 1 , 1 , 1 , 1 , 1, 1, 1, 2, 2, 2, 3, 3 means ‘increasing’.

6 people have people have people people

0 siblings 1 sibling have have
2 siblings siblings

b Copy and complete: The median value is the 19 + 1 = u = uth value.

2 2
c Circle the median value.
d What is the median number of siblings?
Guided

2 The table shows the number of computers per household in one street.
Number of computers Frequency Running total
0 5 5
1 7 5 + 7 = 12
2 14 12 + 14 = u
3 2 u+2=u
4 1 u+1=u
Total 29

a Copy the table and complete the last column.

b Work out which value is the median value. 29 + 1
Q2b hint 2 = u 2
c Copy and complete.
i Houses 1−5 have 0 computers. ii Houses 6−12 have u computer.
iii Houses 13−u have 2 computers. iv Houses u−u have 3 computers.
v House u has 4 computers.
d What is the median number of computers per household?
Unit 3 Dealing with data 34
 Calculating the mean from a grouped frequency table
Guided

1 Find the midpoint of each class. Some have been started for you.

a 10 < x < 20 10 + 20 = u = u b 5 < x < 10

u+u =u=u
2 2 2 2

10 20
5 10

c 15 < x < 25 15 + 25 = u = u d 24 < x < 32

u+u=u=u
2 2 2 2
e 11−15 f 21−30

11 15
21 22 23 24 25 26 27 28 29 30
Guided

2 The table shows the time taken, in seconds, to complete a puzzle.

Time taken, t (seconds) Frequency Midpoint of class

0 < t < 20 3 0 + 20 = 20 = 10
2 2

20 < t < 40 15 20 + 40 = u = u
2 2

40 < t < 60 8 u+u=u=u

2 2

60 < t < 80 4 u+u=u=u

2 2
Total 30

Copy the table and complete the midpoint column.

Guided

3 The table shows the number of books that some students have read in the last year.
Books, b Frequency Midpoint of class Midpoint × frequency

0<b<4 6 0+4=4=2 2×6=u

2 2

4<b<8 4 4 + 8 = 12 = 6 6×4=u
2 2

8 < b < 12 11 u+u=u=u u × 11 = u

2 2

12 < b < 16 3 u+u=u=u u×3=u

2 2

16 < b < 20 1 u+u=u=u u×1=u

2 2
Total 25 u
a Copy the table and complete the midpoint column.
b Complete the last column by multiplying the midpoint Q3d hint The sum of
by the frequency. the last column is an
c Find the total for the last column. estimate for the total
d Write down an estimate for the total number of books read. number of books read.

35
Guided
4 The table shows the number of minutes a child spent in a bath each day for a month.
Bath time, t Frequency Midpoint of class Midpoint × frequency
(minutes)

0<t<5 8 0 + 5 = 5 = 2.5 2.5 × 8 = u

2 2
5 < t < 10 5
10 < t < 15 13
15 < t < 20 4
Total 30 u
a Copy and complete the table.
b Write down an estimate for the total time spent in the bath.
c Copy and complete:
An estimate for the mean time spent in the bath is u = u.
30
Guided

5 The table shows the number of letters, l, in people’s first names.

Letters, l Frequency Midpoint of class Midpoint × frequency

0−2 1 0+2=2=u u×1=u

2 2
3−5 14
6−8 8
9−11 2
Total 25 u
a Copy and complete the table.
b Write down an estimate for the total number of letters in people’s first names.
c Copy and complete:
An estimate for the mean number of letters in people’s first names is u = u.
25

6 a Work out an estimate for the mean number of books in Q3.

b Reasoning Why is this an estimate? Explain your answer.

Reflect Write a list of steps to calculate the mean from a grouped frequency table.
Compare your list with a partner’s.

Unit 3 Dealing with data 36

 3.4 Displaying and analysing data
• Construct and use a line of best fit to estimate missing values
• Identify outliers in data
• Identify further lines of enquiry
• Draw graphs to represent grouped data

Outliers and correlation

1 Which scatter graphs contain an outlier? Q1 hint An outlier on a scatter graph will be away
from the other points because it does not fit the pattern.
Graph A Graph B Graph C Graph D Graph E

2 Describe the correlation shown by each graph in Q1.

Using lines of best fit to estimate

The line of best fit is a line that best represents the pattern of the data on a
scatter graph.
Guided

1 The scatter graph shows the ages of 15 people and

Q1 hint Use the arrows
the number of hours of sleep they usually get. on the graph to help.
Hours of sleep for different ages
16

14

12 b
Hours of sleep

10

4
a
2

0
0 2 4 6 8 10 12 14 16
Age

a Adi is 10 years old. Use the line of best fit to estimate his hours of sleep.
b Vicky got 11 hours of sleep. Use the line of best fit to estimate her age.

37
2 For each scatter graph, decide which line of best fit represents the data better.
line 1
a
line 2

line 1
line 2

c
line 1
line 2

3 The scatter graph shows the time (in minutes) and cost (in £) for 10 different plumbers
to repair a dishwasher.
Time and cost of
dishwasher repairs
160

140

120

100
Cost (£)

80

60

40

20

0
0 20 40 60 80 100 120 140
Time (minutes)

Use the line of best fit to predict

a the cost of a 100-minute repair
b the time taken to do the repair when the cost is £90.
Unit 3 Dealing with data 38
 Further enquiry
1 A teacher wants to know how long, on average, students spend watching TV each day.
There are 600 students in her school. She asks a random sample of 10 students how long
they watch TV for on a Tuesday.
a How many students should the teacher have asked?
b What is wrong with only asking about one day of the week?
c Suggest two ways in which the teacher can further Q1c hint Use your answers
investigate how long students spend watching TV each day. from Q1a and Q1b to help.

Drawing a line graph to represent grouped data

Guided

1 The table shows the number of books that some students have read in the last year.
Books, b Frequency Midpoint Coordinates
of class
0<b<4 6 2 (2, 6)
4<b<8 4 6
8 < b < 12 11 10
12 < b < 16 3 14
16 < b < 20 1 18

Number of books read in last year

11
10
9
8
7
Frequency

6
5
4
3
2
1
0
0 2 4 6 8 10 12 14 16 18 20
Books

a Copy the axes.

b Copy and complete the coordinate pairs:
Q1b hint The coordinates
(2, 6), (6, 4), (10, u), (u, u), (u, u).
are (midpoint, frequency). The
c Plot the remaining points onto your graph. midpoint is on the x-axis and
d Join the points with straight lines. The first line has been the frequency is on the y-axis.
drawn for you.

39
Guided
2 Find the midpoint of each time interval. Q2 hint Use a number line to help.
a 2 pm and 4 pm 11 am 12 pm 1 pm 2 pm 3 pm 4 pm 5 pm
b 12 pm and 1 pm
12.30 pm 3 pm
c 11 am and 1 pm
The midpoint of 2 pm and 4 pm is halfway between
d 1 pm and 4 pm 2 pm and 4pm.
Guided

3 Simon records how many emails he receives each hour one Monday afternoon.
Time Frequency Midpoint
of class
12 pm−1 pm 3 12.30 pm
1 pm−2 pm 7 u
2 pm−3 pm 9 u
3 pm−4 pm 8 u
4 pm−5 pm 4 u
a Copy and complete the table by filling in the midpoint column.
Number of emails received each hour
10
9
8
7
Frequency

6
5
4
3
2
1
0
12 pm 1 pm 2 pm 3 pm 4 pm 5 pm
Time

b Copy the axes and plot the data from the table onto the graph. The first point has been
plotted for you.

Reflect Write all the steps needed to draw a line graph for grouped data.
Compare your list with a partner’s.

Unit 3 Dealing with data 40

 3.5 Presenting and comparing data
• Draw back-to-back stem and leaf diagrams
• Write a report to show survey results

Interpreting charts
1 The bar chart shows the number Number of games won
of games won by two football 30
teams over five seasons. 25
Team A

Matches won
Copy and complete. 20
Team B
15
a In 2015/16 team A won
10
u matches.
5
b In 2014/15 team u won more
0
matches than team u. 2014/15 2015/16 2016/17 2017/18 2018/19
c In u/u team u won 24 matches. Season

The league started in 1990/91 and there are 16 teams in the league.
d What else could you do to investigate these two teams?
e What else could you do to investigate the whole league?

Stem and leaf diagrams

1 Two salespeople in an electrical store Salesperson A Salesperson B
recorded how many TVs they sold each week 9 6 0
for 15 weeks. The results are shown in 7 3 2 0 1 2 3 5 5 7 9
the back‑to‑back stem and leaf diagram. 8 8 5 2 1 1 2 1 8 9
a Write the numbers 3 3 0 3 0 2 2 5 9
Q1a hint Use
that the ringed the key to help 2 1 1 4 3
values represent, read the diagram.
from smallest to largest. For salesperson A,
Key 3 | 1 means 13 2 | 8 means 28
b Look at the side for 3 | 1 means 13.
salesperson A.
i Work out 15 + 1. Count up the values in the stem and leaf diagram starting from the
2
smallest until you reach this value. This is their median number of TVs sold.
ii What was the minimum number of TVs sold? This is the lowest number for
salesperson A.
iii What was the maximum number of TVs sold?
iv Copy and complete to find the range: maximum number − minimum number = u − u = u
c For salesperson B, write
i the median number of TVs sold
ii the minimum number of TVs sold
iii the maximum number of TVs sold
iv the range of TVs sold.

41
Guided
2 A class were shown a list of 30 words and then shown 30 pictures. They wrote down how
many they remembered. These are the results.
Words: 17, 7, 18, 15, 10, 9, 10, 22, 12, 28, 17
Pictures: 28, 8, 22, 26, 13, 6, 20, 26, 10, 30, 14
a Copy the stem and leaf diagram. Pictures Words
Complete the right-hand side, showing Words.
8 6 0 7 9
The first few have been done for you.
3 0 1 0 0
b Copy and complete: 2
i The range of words remembered 3
is 28 − 7 = u
ii The median number of words Key 3 | 1 means 13 1 | 0 means 10
remembered is u.
c Complete the left-hand side, showing Pictures. The first few have been done for you.
d For Pictures, work out
Q2a and c hint Rewrite the list of results for
i the range ii the median. words and pictures in order so you don’t miss
any when writing them into the stem and leaf
Writing a report diagram.
Guided

1 Two people collected money for charity.

They recorded the number of donations every 10 minutes for one hour. person A stood on a
main road and person B was on a side street.
The table shows the results.
Time (minutes) 0 10 20 30 40 50 60
Donations given to person A 0 18 39 46 67 82 107
Donations given to person B 0 7 21 30 34 45 58

a Copy and complete the line graph showing Number of donations received
the number of donations each 120
person received.
100
Lakshmi suggests this hypothesis:
People collecting on main roads receive more 80
Donations

donations than people collecting on side streets.

Write a report using the prompts below. 60

b What do the results show? 40

The results show that __________ collected more
donations than __________. 20
c Do the results support Lakshmi’s hypothesis?
0
These results support / do not support 0 10 20 30 40 50 60
Lakshmi’s hypothesis. Time (minutes)
d How could Lakshmi investigate further? Key person A person B

Lakshmi could improve this study by collecting data for a _________ time period,
collecting data on __________ days or investigating __________ locations.

Reflect In the section on writing a report, information was given in a table and on a
graph. Which do you find easier to read? Explain your answer. Compare your answer with
a partner.
Unit 3 Dealing with data 42
 Support 3 Unit 4 Core 3 Unit 4 Depth 3 Unit 4

4 Multiplicative reasoning
4.1 Enlargement
• Enlarge 2D shapes using a positive whole number scale factor and a
centre of enlargement
• Find the centre of enlargement by drawing lines on a grid
• Understand that the scale factor is the ratio of corresponding lengths

Enlarging a shape by a scale factor about a centre of enlargement

1 Marco enlarges triangle ABC.
He uses a scale factor of 3, with point × as the centre of enlargement.
He labels his enlarged triangle A'B'C'. A

a i How many times longer is A'B' than AB?

ii How many times longer is B'C' than BC?
B C
iii How many times longer is A'C' than AC?
b Copy and complete. A'
If you enlarge a shape by a scale factor of 3, the sides will all be
u times longer.
c Count the squares across and down from
i × to A and × to A' ii × to B and × to B' iii × to C and × to C'.
d Copy and complete.
To enlarge a shape by a scale factor of 3, make each vertex of the
enlarged shape u times the distance from the centre of enlargement.
B' C'
Guided

2 Follow these steps to enlarge rectangle ABCD. Use a scale factor of 2, with point × as the
centre of enlargement.
a Copy the shape and centre of enlargement onto squared paper.
A B

D C

b Write how many squares it is across right or across right and down from × to each vertex
of the shape. The first one has been done for you.
i × to A 2 squares across right
ii × to B u squares across right
iii × to C u squares across right, u squares down
iv × to D u squares across right, u squares down

43
 c To find the position of the enlargement A'B'C'D', multiply all the distances in part b by a
scale factor of 2. The first one has been done for you.
i × to A' 2 × 2 = 4 squares across right
ii × to B' 6 × 2 = u squares across right
iii × to C' u × 2 = u squares across right, u × 2 = u squares down
iv × to D' u × 2 = u squares across right, u × 2 = u squares down
d Mark the points A', B', C', D' on the diagram and draw lines between them.
e Check:
Is length A'B' = AB × 2?
Is length B'C' = BC × 2?
Is length C'D' = CD × 2?
Is length A'D' = AD × 2?
Guided

3 Follow these steps to enlarge triangle ABC. Use a scale factor of 3, with point × as the
centre of enlargement.
A

B C

a Copy the shape and centre of enlargement × onto squared paper.

b Copy and complete these tables.
For ABC For A'B'C'
Vertex Distance from × Vertex Distance from ×
A 2 right A' 2 × 3 = u right
B 2 right, 3 down B' 2 × u = u right, 3 × u = u down
C 6 right, u down C' 6 × u = u right, u × u = u down

c Mark the new vertices A', B', C' on the diagram and draw lines between them.
d Check that all lengths of triangle A'B'C' are 3 times the lengths of the corresponding
sides of triangle ABC.

4 Reasoning Ali is asked to enlarge the shaded square using a

Q4 hint You could
scale factor of 2, with point × as the centre of enlargement. draw tables, as in
A D A' D' Q3, to help you.

B C
B' C'

a Explain how you know that Ali has made a mistake.

b Which two vertices are in the wrong positions?
c Copy the shaded square, with centre of enlargement ×, onto squared paper.
d Enlarge square ABCD. Use a scale factor of 2 and point × as the centre of enlargement.

Unit 4 Multiplicative reasoning 44

 Finding the scale factor and centre of enlargement
To calculate the scale factor, work out:
length of side of enlarged shape ÷ length of corresponding side of original shape

1 The smaller rectangle has been enlarged to make the larger rectangle.

a What is the height of the smaller rectangle?

b What is the height of the larger rectangle?
c Calculate: height of larger rectangle ÷ height of smaller rectangle.
d What is the scale factor of the enlargement?
e Check that the length of the larger shape is the length of smaller shape × scale factor.

To describe an enlargement you must give the scale factor and centre
of enlargement.

Describe the enlargement that takes shape M onto shape N.

Centre of enlargement
A D

M A D
A' D'
M A' D'
B C

B C Use straight lines

to join A and A',
B and B', C and
N
C', D and D' Then
N extend the lines
and find the point
where they cross.
This is the centre
of enlargement.
B' C'

B' C'
Scale factor
Width of rectangle M = 2
Width of rectangle N = 8
Scale factor = 8 ÷ 2 = 4 First work out the scale factor.

45
2 a Copy shapes M and N onto squared paper.

M
N

b Work out the scale factor of enlargement. Q2b hint Work out
c Label the vertices of shape M as ABC, and height of triangle N ÷ height of triangle M
the corresponding vertices on the enlarged
shape as A'B'C'.
d Use straight lines to join A to A', B to B' and C to C'.
e Extend the lines so that they cross.
f The point where they cross is the centre of enlargement. Mark this point with ×.

3 Copy each pair of shapes onto squared paper. Q3 hint Follow the method in Q2.
For each pair find
a the scale factor
b the centre of enlargement.
i
M

ii

Reflect List all the information you need to enlarge a shape.

Unit 4 Multiplicative reasoning 46

 4.2 Negative and fractional scale factors
• Enlarge 2D shapes using a negative whole number scale factor
• Enlarge 2D shapes using a fractional scale factor

Negative scale factors of enlargement

When the scale factor is negative, multiply the distance from the centre of
enlargement by the scale factor, but plot corresponding vertices in the opposite direction,
that is, on the other side of the centre of enlargement.
Guided

1 Follow the steps to enlarge triangle ABC.

C
Use a scale factor of −2, with point × as the centre of enlargement.
a Copy and complete.
From the centre of enlargement × to
A B
i A 1 square right, 1 square up
ii B u squares right, 1 square up
iii C u square right, u squares up
b Copy and complete. Q1b hint The scale factor is −2.
Vertices of the enlargement will be Multiply each distance in Q1a by 2.
i A' 2 squares left, 2 squares down Then change it to the opposite direction.
ii B' u squares left, u squares down
iii C' u squares ............., u squares down
c Draw the enlargement.
Guided

2 Follow these steps to enlarge rectangle ABCD.

Use a scale factor of −1, with point × as the centre of enlargement.

A B

D C

a Copy the rectangle and the centre of Q2b hint For the enlarged shape,
enlargement × onto squared paper. remember to change the directions from
right and up/down to left and down/up.
b Copy and complete the tables.
For original shape For enlargement
Vertex Distance from × Vertex Distance from ×
A 2 right, 1 up A' 2 × 1 = 2 left, 1 × u = u down
B 6 right, u up B' 6 × u = u left, u × u = u down
C u right, u down C' u left, u up
D u right, u down D' u ........... , u .....….
c Draw the enlargement on your diagram.

47
 3 a L
 ook at the diagram you drew for Q1. How much longer are the sides of the triangle in
the enlargement than the original triangle?
b How does this relate to the scale factor?
c Look at the diagram you drew for Q2. What do you notice about the lengths of the sides
of the enlargement compared with the original shape?
d How does this relate to the scale factor?

Fractional scale factors of enlargement

When the scale factor is a fraction, multiply the distance from the centre of
enlargement by the scale factor.
Guided

1 Follow the steps to enlarge rectangle ABCD.

A B
Use a scale factor of 12, with point ×
as the centre of enlargement.
a Copy the diagram onto squared paper.
D C
b Copy and complete.
From the centre of enlargement × to
i A 8 squares right, 6 squares up ii B u squares right, u squares up
iii C u squares right, u squares up iv D u squares right, u squares up
c Copy and complete. 1
Q1c hint Multiplying by 2 is
Vertices of the enlargement will be
the same as dividing by 2.
i A' 8 × 1 = 4 squares right, 6 × 1 = 3 squares up
2 2
ii B' u ×1= u squares right, u × 12 = u squares up
2
iii C' u × u = u squares right, u × u = u squares up

iv D' u × u = u squares right, u × u = u squares up

d Draw the enlargement.
A
Guided

2 Follow these steps to enlarge triangle ABC.

Use a scale factor of 13 and point × as the centre of enlargement.
a Copy the diagram onto squared paper.
B C
b Copy and complete the tables.
For original shape ABC For enlargement A'B'C'
Vertex Distance from × Vertex Distance from ×
1
A 6 right A' 6 × 3 = 2 right
B u right, u down B' u × 13 = u right, u × 13 = u down
C u right, u down C' u × 13 = u right, u × 13 = u down
c Draw the enlargement.

Reflect What multiplication skills have you used in this lesson? Did you have to multiply
by negative numbers? Explain.

Unit 4 Multiplicative reasoning 48

 4.3 Percentage change
• Find an original value using inverse operations
• Calculate percentage change

Finding the original value

1 In a sale, prices are reduced to 75% of the original price.
a Tim calculates 75% of £350 like this:
Original price × 75%3 Sale price

£350 × 0.753 ?

What is the sale price?
b Tim finds an item in the sale with a price of £300. He wants to know the original price.
He works it out like this:
Original price ÷ 75% Sale price

? ÷ 0.75 £300

What was the original price?

2 In another sale, prices are reduced to 45% of the original price.

a Work out the sale prices for items that had these original prices.

£6 0 0 Q2a hint
£ 21 £ 24
Original price × 0.453 Sale price

b Work out the sale prices for items that had these original prices.
i £180 ii £440 iii £290 Q2c hint Read the question
c Work out the original prices of items with these sale prices. carefully. This time you are
i £16.20 ii £20.25 iii £45 asked to find the original
price, before the sale discount
(reduction) is applied.

3 The price of a car has dropped by 20%. Its current price is £25 000.
a What percentage of the original price is the car's current price?
Q3a hint
b Copy and complete to work out the original price of the car. 100% − 20% = u%
Original price ÷ 0.80 Current price

? ÷ £25 000

49
 4 Reasoning A school reduces its fuel bills Q4 hint Read the question again.
by 15%. The new fuel bills are £17 000 per year. Draw a diagram like this:
Martina is working out the fuel bill for the
Original price ÷ Current price
previous year.
100% − 15% = 85% ? ÷ £
85% of £17 000 = 0.85 × 17 000
= £14 450
a How do you know that this answer must be wrong?
b What has Martina done incorrectly?
c Work out the correct fuel bill for the previous year.

Calculating percentage change

Eric's height increases from 120 cm to 126 cm. Work out the percentage change in his height.
Percentage change = actual change × 100
original amount
Actual change in height = 126 – 120 = 6 cm Work out the actual change.
Original height = 120 cm

Percentage change = 6 × 100 Substitute the actual change and

120 original height into the formula.
= 5%
Guided

1 The price of a laptop increases from £500 to £600.

a What is the actual change in price?
Q1a hint How much has
b Copy and complete: percentage change = u × 100 = u the price increased by?
500
Guided

2 One week Nikki runs 5 km in 45 minutes. The next week she runs 5 km in 36 minutes.
a What is the actual change in time?
Q2b hint Did she run
b What was Nikki's original time? 5 km in 45 minutes or
c Copy and complete: percentage change = u × 100 = u 5 km in 36 minutes first?
u

3 Reasoning In a sale a TV is reduced from £620 to £500. Ethan is calculating the

percentage change.
£620 − £500 = £120
Percentage change = 120 × 100 = 24%
500
a Explain what he has done wrong.
b Calculate the percentage change correctly. Give your answer to the nearest
whole percentage.

Reflect Look back at the calculations you have done to answer questions in this lesson.
Have you shown all the steps in your working clearly so that you can check for mistakes?
How can you improve your working or its layout?

Unit 4 Multiplicative reasoning 50

 4.4 Compound measures
• Solve problems using compound measures
• Solve problems using constant rates and related formulae

Speed, distance and time

Speed is a compound measure because it combines measures of two
different quantities (distance and time).
To calculate speed, use the formula
distance
speed =
time
Common units of measure for speed are km/h (kilometres per hour) and mph (miles per hour).
Guided

1 Use the formula to calculate each speed.

u
a A runner runs 25 km in 2 hours. speed = = u km/h Q1a hint Speed is
2
in km/h because the
u distance is in km and
b A car travels 120 miles in 3 hours speed = = u mph
3 the time is in hours.
u
c A snail crawls 10 cm in 5 minutes. speed = = u cm/min
u

2 a T
 he formula for speed can be rearranged to calculate distance.
Which is the correct rearrangement?
speed time
distance = speed × time   distance =   distance =
time speed
b Work out the distance travelled by a car travelling
Q2b hint The speed is given in
at 70 mph for 3 hours. Make sure you include the units. miles per hour so the distance
will be in .........
3 Lorna cycles at 20 mph.
a How far does she travel in 1 hour?
b Copy and complete to find out how long it takes Lorna to travel
i 40 miles
20 miles : 1 hour
×2 ×
40 miles : hours

ii 100 miles
20 miles : 1 hour
× ×
100 miles : hours
iii 30 miles
Q3biii hint 20 × u = 30. You can
20 miles : 1 hour
× × use a calculator and the inverse of
multiplication to help you.
30 miles : hours

51
 4 Johan drives at 20 mph.
Copy and complete to find out how far Johan travels in
a 3 hours b 4 hours c 2.5 hours
20 miles : 1 hour 20 miles : 1 hour 20 miles : 1 hour
× ×3 × × × ×
miles : 3 hours miles : 4 hours miles : 2.5 hours

5 The speed of a world-class male sprinter is approximately 10 m/s. Convert this speed to
km/h using these steps.
a How many metres would he Q5a hint 10 metres : 1 second
run in 1 minute? × ×
metres : 60 seconds
(1 minute)

b How many metres would he Q5b hint metres : 1 minute

run in 1 hour? × ×
metres : minutes
(1 hour)

c How many km is this? Q5c hint metres

÷1000
kilometres
d Write his speed in km/h.
e Reasoning Look at your answer to part b. Why wouldn't this happen in real life?
Guided

6 Copy and complete to convert each speed into km/h.

a 4 m/s b 200 m/s c 35 m/s
×60 ×60
= m/min = m/min = m/min
×60 ×
= m/h = m/h = m/h
÷1000 ÷
= km/h = km/h = km/h
Guided

7 Copy and complete to convert each speed into m/s. Q7 hint Round your answers
a 50 km/h b 120 km/h c 80 km/h to the nearest whole number.
×1000 ×1000
= m/h = m/h = m/h
÷60 ÷60
= m/min = m/min = m/min
÷60 ÷60
= m/s = m/s = m/s

Unit 4 Multiplicative reasoning 52

 Density, mass and volume
Density is a compound measure because it combines measures of mass
and volume.
To calculate density use the formula
mass
density =
volume
Guided

1 Use the formula to calculate each density. Q1 hint In these questions density is
measured in grams per cm3 because the mass
is given in grams and the volume in cm3.

u
a A block has mass 200 g and volume 20 cm3. density = = u g/cm3
20
u
b A gold ring has mass 10 g and volume 0.5 cm3. density = = u g/cm3
u
u
c A lead pipe has mass 56 g and volume 7 cm3. density = = u g/cm3
u
Guided

2 A material with a density of 1.2 g/cm3 has a mass of 1.2 g for every 1 cm3 of volume.
Copy and complete to find out the mass for a volume of
a 2 cm3 b 10 cm3 c 3.5 cm3
1.2 g : 1 cm3 1.2 g : 1 cm3 1.2 g : 1 cm3
× × × × × ×
g : 2 cm3 g : 10 cm3 g : 3.5 cm3

Q2 hint The density is given in grams per cm3 so the mass will be in .........
Guided

3 A copper disc has density 9 g/cm3.

Copy and complete to work out the volume when the mass is
a 18 g b 4.5 g c 3g
9 g : 1 cm3 9 g : 1 cm3 9 g : 1 cm3
× × ÷ ÷ ÷ ÷
18 g : cm3 4.5 g : cm3 3g : cm3

Q3 hint The density is given in grams per cm3 so the volume will be in .........

Pressure, force and area

Pressure is a compound measure because it combines measures of force
and area.
To calculate pressure use the formula
force
pressure =
area

53
Guided
1 Use the formula to calculate each pressure.
Q1 hint In these questions
a A force of 20 N is applied to an area of 20 cm2. pressure is measured in N/cm2
u because the force is measured in
pressure = = u N/cm2
20 newtons (N) and the area in cm2.
b A force of 5 N is applied to an area of 20 cm2.
u
pressure = = u N/cm2
u
c A force of 50 N is applied to an area of 2 cm2.
u
pressure = = u N/cm2
u
Guided

2 A pressure of 200 N/cm2 means that 200 N is applied to each 1 cm2.

Copy and complete to work out the force applied to an area of
a 2 cm2 Q2 hint The pressure is given in
200 N : 1 cm 2 N/cm2 so the force will be in ..........
× ×
N : 2 cm 2

b 12 cm 2

200 N : 1 cm2
× ×
N : 12 cm2
c 0.5 cm2
200 N : 1 cm2
× ×
N : 0.5 cm2
Guided

3 The pressure applied to a surface is 5 N/cm2.

Copy and complete to work out the area of the surface when the force applied is
a 20 N
Q3 hint The pressure is given in
5 N : 1 cm2 N/cm2 so the area will be in .........
× ×
20 N : cm2
b 55 N
5 N : 1 cm2
× ×
55 N : cm2

c 2.5 N
5 N : 1 cm2
× ×
2.5 N : cm 2

Reflect Look back at the first Key point in this lesson. Which of these are compound
measures? Explain.
litres miles per hour £/day kilograms

Unit 4 Multiplicative reasoning 54

 4.5 Direct and inverse proportion
• Solve best-buy problems
• Solve problems involving inverse proportion

Direct proportion
Guided

1 a A
 taxi charges £13.00 for a 10-mile journey. £13.00 : 10 miles
Copy and complete the calculation to work × ×
£ : 1 mile
out the cost of a 7-mile journey.
× ×
£ : 7 miles

b A bus charges £6 for a 10-mile journey. £6 : 10 miles

Work out the cost of a 7-mile journey on the bus. × ×
£ : 1 mile
× ×
£ : 7 miles

c Problem-solving How much more does it cost to travel 10 miles by taxi than by bus?
d Reasoning Charley is working out how much a 5-mile journey will cost by taxi.
She calculates: £13.00 ÷ 2 = £6.50
Explain why she divides by 2.
Guided

2 Complete the calculations to work out the cost of

an s
a 1 can £2.70 ÷ 6 = £u
ColaCola 6 c .70
£2
b 2 cans £u × u = £u
Cola
c 5 cans £u × u = £u ColaCola Cola
d 3 cans £u × u = £u
e Reasoning Could you work out the cost of 1
Q2e hint 3 is 2 of 6.
3 cans using a different method?
Guided

3 In a shop a multipack of 8 bags of crisps costs £2.80. Q3 hint Work out the cost
Another pack of 12 bags of crisps costs £4.20. of 1 bag in each pack.
Which is better value for money?
8 bags : £2.80 12 bags : £4.20
÷ ÷ ÷ ÷
1 bag : p 1 bag : p

ml
Large 5 0 0 .5 0
4 Orange juice is sold in two sizes, large and small. £1
ml
a Work out how much 100 ml of juice costs in Small 3 0 0 . 20
£ 1
i the large bottle ii the small bottle.
Q4a hint 500 ml : £1.50
÷ ÷ Orange
100 ml : p Juice Orange
Juice

b Which size is better value for money?

55
 Inverse proportion
Guided

1 It takes 1 person 6 hours to paint the lines on a football pitch.

a Will it take more or less time if 2 people paint the lines?
b Copy and complete to work out how long it will take
i 2 people = 6 ÷ 2 = u hours
ii 3 people = 6 ÷ u = u hours
iii 6 people = 6 ÷ u = u hour

Two quantities are in inverse proportion if one increases when the

other decreases.

2 Problem-solving It takes Henry 1 hour to wash 1 car.

Q2 hint Think logically – will
a How long will it take if Rhian helps him? it take more or less time?
b How long will it take if Rhian and Jamel both help him?

If two quantities are in inverse proportion, when you divide one quantity you
multiply the other.
Guided

3 It takes 3 builders 4 hours to build a wall.

Copy and complete the calculation to work out how long it will take 1 builder.
Number of builders : Time (hours)
3:4
÷3 ×3
1:
Guided

4 It takes 4 mechanics 2 hours to repair a coach.

Complete the calculations to work out how long it will take
a 2 mechanics b 1 mechanic c 8 mechanics
Number of : Time Number of : Time Number of : Time
mechanics (hours) mechanics (hours) mechanics (hours)
4:2 4:2 4:2
÷2 × ÷ × × ÷
2: 1: 8:

Reflect Explain to a classmate how you use multiplication and division when working
with direct and inverse proportion. You could look back at a question and explain what you
did to answer it.

Unit 4 Multiplicative reasoning 56

 Support 3 Unit 5 Core 3 Unit 5 Depth 3 Unit 5

5 Constructions
5.1 Using scales
• Using scales on maps and diagrams
• Draw diagrams to scale

Reading scale drawings

Guided

1 On a scale drawing 1 cm represents 4 m.

Copy and complete this number line to show some distances in centimetres and the
distances they represent in metres.
cm 0 1 2 4 6 10

m 0 4 8 12 20
Guided

2 A map uses a scale where 1 cm represents 2 km.

Work out the real-life distance for each measurement on the map.
a 5 cm b 10 cm
1 cm : 2 km 1 cm : 2 km
×5 ×5 × ×
5 cm : km 10 cm : km

c 8 cm d 25 cm
1 cm : 2 km 1 cm : 2 km
× × × ×
8 cm : km 25 cm : km
Guided

3 A map uses a scale where 1 cm represents 5 km.

Work out the measurement on the map for each real-life distance.
a 10 km b 20 km
1 cm : 5 km 1 cm : 5 km
×2 ×2 × ×
cm : 10 km cm : 20 km

c 25 km d 50 km
1 cm : 5 km 1 cm : 5 km
× × × ×
cm : 25 km cm : 50 km

57
 4 This map uses a scale
where 1 cm represents Shop House Bank
50 m in real life.
a Measure the distances
on the map between
i the house and
the shop
ii the house and
the bank
Park
iii the bank and
the park.
b Work out the real-life
distances between
i the house and the shop ii the house and the bank iii the bank and the park.
1 cm : 50 m 1 cm : 50 m 1 cm : 50 m
× × × × × ×
cm : m cm : m cm : m

Q4bi hint The bottom left-hand number is your answer from part a.

c Problem-solving Kosum leaves his house, walks to the bank and then to the park.
How far does he walk in total?

Drawing diagrams to scale

Guided

1 This is a sketch of a primary school’s grounds. The head teacher wants to make a scale
drawing using a scale of 1 cm to 10 m.
90 m
Q1a hint Copy the diagram. As you
School garden 15 m work out the drawing measurements,
write them on your diagram.

60 m Play
area Field 45 m

20 m 70 m

a Work out the drawing measurement for each real-life distance.

i 90 m ii 60 m iii 15 m
1 cm : 10 m 1 cm : 10 m 1 cm : 10 m
× × × × × ×
cm : 90 m cm : 60 m cm : 15 m

iv 45 m v 70 m vi 20 m
b Use these steps to create an accurate scale drawing on centimetre squared paper.
i Draw the large rectangle showing the whole grounds.
ii Draw and label the play area.
iii Draw and label the field.
iv Label the school garden.

Unit 5 Constructions 58
 Using scales given as ratios
1 Convert each distance from centimetres to metres.
Q1 hint To convert from centimetres
a 100 cm b 1000 cm c 10 000 cm to metres, divide by 100.
Guided

2 A map has a scale of 1 : 10 000.

a Copy and complete: 1 cm on the map represents u cm in real life.
b 10 000 cm = u m
Q2di hint Use a
c Copy and complete: 1 cm on the map represents u m in real life.
diagram to help.
d Work out the real-life distance in metres for each 1 cm : 100 m
measurement on the map. ×4 ×4
i 4 cm ii 5 cm iii 10 cm iv 20 cm 4 cm : m

3 Convert each distance from centimetres to metres.

Q3 hint To convert
a 200 cm b 2000 cm c 20 000 cm d 200 000 cm from centimetres to
metres, divide by 100.
Guided

4 A map has a scale of 1 : 20 000.

a Copy and complete: 1 cm on the map represents u cm in real life.
b 20 000 cm = u m Q4di hint Use a
c Copy and complete: 1 cm on the map represents u m in real life. diagram to help.
1 cm : 200 m
d Work out the real-life distance in metres for each ×4 ×4
measurement on the map. 4 cm : m
i 4 cm ii 5 cm iii 10 cm iv 20 cm
e Convert your answers to part d to kilometres.
Q4e hint To convert
from metres to kilometres,
divide by 1000.
Guided

5 A map has a scale of 1 : 2500.

a Copy and complete: 1 cm on the map represents u cm in real life = u m.
b What distance in metres does 4 cm on the map represent?
1 cm : m
×4 ×4
4 cm : m

c What distance on the map represents a real-life distance of 400 m?

1 cm : m
× ×
cm : 400 m

Reflect The scale on a map is 1 : 40 000. The distance between the school and the
shop on the map is 5 cm. You want to know the real-life distance in metres. Write down the
steps needed to solve the problem. Discuss your steps with a partner.

59
 5.2 Basic constructions
• Make accurate constructions using drawing equipment

Drawing a circle
1 a Open your compasses to 6 cm. Q1a hint
b Draw a dot in the centre of your page.
c Place the point of your compasses on the dot and draw a circle.
d Draw a line from the dot to the edge of the circle.
e Label the line ‘radius 6 cm’. 0 cm 1 2 3 4 5 6 7

2 Draw a circle with a radius of 9 cm.

Q2 hint First open your
compasses to 9 cm.

Constructing a perpendicular bisector

Perpendicular lines are at right angles to each other.

1 Which of these pairs of lines are perpendicular?

a b c d

A line bisector cuts a line in half.

2 a Which of these lines have a bisector?

i ii iii iv

b Which of the lines in Q2a has a perpendicular bisector?
Guided

3 Follow these steps to draw a circle. a b

a Draw a straight line of
length 12 cm.
12 cm 12 cm
b Draw a circle with its centre
at one end of the line.

Unit 5 Constructions 60
 Guided
4 Follow these steps to draw a circle of radius 7 cm.

a b c

10 cm 10 cm
0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

a Draw a straight line of length 10 cm.

b Open your compasses to 7 cm.
c Draw a circle with its centre at one end of the line.
Guided

5 Follow these steps to draw a circle.

a b c

cm cm cm cm
10 cm 10 cm 10 cm

a Draw a straight line of length 10 cm.

b What is half of the length of the line?
c Draw a circle with a radius greater than half of the length of the line. The centre of the
circle should be one end of the line.
Guided

6 Follow these steps to bisect a line.

a b c

cm cm cm cm
8 cm 8 cm 8 cm

d e

cm cm cm cm
8 cm 8 cm

a Draw a straight line of length 8 cm.

b Open your compasses so that they are greater than half of the length of the line.
c Draw a circle with its centre at one end of the line.
d Draw a circle with its centre at the other end of the line. The circles should have the
same radius.
e Draw a straight line to join the points where the circles cross.

61
7 Use your diagram from Q6.
a Measure the angle between the 8 cm line and its bisector.
b Measure the length of the bisector on each side of the 8 cm line. cm cm
c Reasoning Explain why the bisector is a perpendicular bisector.

Constructing an angle bisector

A line that cuts an angle in half is called an angle bisector.

25°
25°

1 Which of these angles have a bisector?

a b c d

2 Follow these steps to bisect an angle.

a b c

d e f

a Draw an acute angle.

b Draw a circle with its centre at the point of the angle.
c Draw crosses where the circle cuts the arms of the angle.
Keep your compasses open the same distance.
d Put the compass point on one cross and draw a circle.
e Put the compass point on the other cross and draw a circle.
f Draw a straight line through the points where the circles cross.

Unit 5 Constructions 62
 Constructing a perpendicular from a point to a line
1 Follow these steps to draw a perpendicular to a line from a point above the line.
a b

10 cm 10 cm

c d

10 cm 10 cm

10 cm

a Draw a straight line of length 10 cm. Draw a dot above the line.
b Put the compass point on the dot and draw a circle that crosses the line in two places.
Keep your compasses open the same distance.
c Draw crosses where the circle cuts the line.
d Draw overlapping circles, with the same radius, with their centres on the crosses.
e Draw a straight line through the points where the circles cross. This should go through
the dot.

Reflect Hakan starts writing tips for drawing a perpendicular bisector.

He writes:
– Use a sharp pencil.
– Make the circle radius longer than half the length of the line.
Write more tips to help you draw a perpendicular bisector. Do the same for an angle bisector.

63
 5.3 Constructing triangles
• Construct accurate triangles
• Construct accurate nets of solids involving triangles

Constructing a triangle when you know the side lengths

Guided

1 Follow these steps to draw a triangle.

a b c

7 cm 7 cm 7 cm

a Draw a straight line of length 7 cm.

b At each end of the line draw a circle with radius 7 cm.
c Draw a straight line to join each end of the 7 cm line to one of the points where the
circles cross.
d Measure and label each side of the triangle.
e Reasoning What type of triangle have you drawn?
Guided

2 Follow these steps to draw a triangle.

a b c d

7 cm 7 cm 7 cm 7 cm

a Draw a straight line of length 7 cm.

b Draw a circle with radius 8 cm with its centre at one end of the line.
c Draw a circle with radius 9 cm with its centre at the other end of the line.
d Draw a straight line to join each end of the 7 cm line to one of the points where the
circles cross.
e Measure and label each side of the triangle.

Unit 5 Constructions 64
 Guided
3 Follow these steps to draw a triangle.
a b c d

6 cm 6 cm 6 cm 6 cm

a Draw a straight line of length 6 cm.

b Draw a circle with radius 5 cm with its centre at one end of the line.
c Draw a circle with radius 9 cm with its centre at the other end of the line.
d Draw a straight line to join each end of the 6 cm line to one of the points where the
circles cross.
e Write down what you think the side lengths of your triangle will be.
f Measure each side of the triangle to check your answers to part e.

Constructing a right-angled triangle

Guided

1 Follow these instructions to construct this right-angled triangle.

5 cm
3 cm

4 cm
a b c

cm cm
8 cm 8 cm cm cm

d e

cm cm cm cm

a Draw a line of length 8 cm.

Q1a hint This line needs to be twice
b Construct the perpendicular bisector of your line. as long as the base of the triangle.
i Draw a circle at each end of the line so that the
two circles overlap. The circles should have the same radius.
ii Draw a straight line through the points where the two circles cross.
c Construct the sloping side of the triangle.
i Open your compasses to 5 cm.
ii Draw a circle with its centre at the left-hand end of the line.
d Draw a cross where the circle crosses the vertical line.
e Draw the sloping line with a ruler between the centre dot and the cross.
65
 Constructing a net of a solid
Guided

1 Follow these instructions to construct a net of this

square-based pyramid on centimetre squared paper.

6 cm 6 cm

5 cm

5 cm

a b

5 cm 5 cm
5 cm 5 cm

c d

5 cm 5 cm
5 cm 5 cm

a Draw a square of side length 5 cm on centimetre squared paper. Draw a dot at each
corner of the square.
b Draw 4 circles of radius 6 cm, each with their centre at a corner of the square.
c Draw a cross at the outer points where the circles meet.
d Join the crosses to the dots to create the triangular faces of the pyramid.

Reflect Write down the steps you would follow to construct a triangle with sides 6 cm,
8 cm and 11 cm. Compare your steps with a partner’s.

Unit 5 Constructions 66
 5.4 Using accurate scale diagrams
• Construct and draw accurate scale diagrams
• Use scale diagrams to solve problems

Drawing a triangle accurately

1 Use a ruler and a protractor to draw these angles accurately.
a b c d

40° 110° 65° 135°

Guided

2 Follow these instructions to draw this triangle accurately.

4 cm

40°
5 cm

a b c d

4 cm 4 cm

40° 40° 40°

5 cm 5 cm 5 cm 5 cm

a Draw a line of length 5 cm.

b Measure an angle of 40° at the right-hand end of the line. Draw a long line.
c Measure 4 cm along the line. Draw a cross to mark it.
d Join the end of the 5 cm line to the cross to create a triangle.

Constructing a scale diagram

Guided

1 The diagram shows the cross-section of one side of a roof. xm

A builder wants an accurate drawing using a scale of 1 cm to 1 m. 4m

a Work out the drawing measurement for each real-life distance. 22°
10 m
i 10 m ii 4 m
1 cm : 1 m 1 cm : 1 m
× × × ×
Q1a hint Copy the diagram. As you
work out the drawing measurements,
cm : 10 m cm : 4 m
write them on your diagram.
b Make an accurate scale drawing of the roof.
The builder wants to know the length x. Q1d hint
c Measure x on your diagram in centimetres. 1 cm : 1 m
× ×
d Work out the length in metres.
cm : m

67
Guided
2 The diagram shows a ladder leaning against a house.
The wall of the house meets the ground at a right angle.
A painter wants the ladder to touch the house 12 m above
the ground. For safety, the ladder should be inclined at xm
12 m
an angle of 75°.
Follow these steps to make an accurate scale drawing of the situation.
Use a scale of 1 cm to 2 m.
75°
a Work out the drawing measurement for 12 m.
1 cm : 2 m
× × Q2a hint Copy the diagram. As you work out the drawing
cm : 12 m measurement and the angle, write them on your diagram.

b Work out the size of the third angle in the triangle.
c Draw a vertical line to represent 12 m.

d Use a protractor to draw
i a 90° angle at the bottom of the line
ii the angle you found in part b at the top of the line. Q2f hint 1 cm : 2 m
e Measure length x on your diagram. × ×
f Use the scale to work out the real-life length. cm : m

Distance from a point to a line

1 For each diagram
i measure the length of line 1 in centimetres
ii measure the length of line 2 in centimetres
iii state which line is shorter.
a b c

line 1
line 2 line 1
line 1

line 2 line 2

d Reasoning What do the three shorter lines have in common?

Unit 5 Constructions 68
 Guided
2 Problem-solving The sketched plan shows A
three towns, A, B and C. 28 km
A new road is to be built to join town A to new
16 km
the road between towns B and C. road
C
Follow these steps to make an accurate drawing of the plan.
Use a scale of 1 cm to 4 km. B 32 km

a Work out the drawing measurements for the

Q2a hint Copy the diagram. As you
three sides of the triangle.
work out the drawing measurements,
i AB ii BC iii AC write them on your diagram.
b Construct triangle ABC.
i Draw side BC.
ii Use compasses to draw two circles and join the point where they cross to B and C to
make a triangle.

A
cm
cm
C
cm
B

c Construct the perpendicular from A to the line BC.
i ii iii

A A A

cm cm cm cm cm cm

C C C
cm cm cm
B B B

i Draw a circle around point A that crosses the line BC. Mark two crosses where the
circle cuts the line.
ii Draw overlapping circles, with the same radius, around the crosses.
iii Draw a straight line through where the circles cross to point A.
d Measure the length of the road on your diagram.
e Work out the length of the road in kilometres. Q2e hint 1 cm : 4 km
× ×
cm : km

Reflect Architects use scale diagrams when they design buildings. What are the
advantages of using a scale diagram? Who else might use a scale diagram? Discuss your
answers with a partner.

69
 Support 3 Unit 6 Core 3 Unit 6 Depth 3 Unit 6

6 Sequences, inequalities, equations

and proportion
6.1 nth term of arithmetic sequences
• Use the nth term to generate an arithmetic sequence
• Find and use the nth term of an arithmetic sequence

Using the nth term

Guided

1 Copy and complete the table for each sequence, showing the term and its position.
Each table has been started for you.
a 10, 20, 30, 40, 50, ...
Position (n) 1 2 3 4 5
Term (10n) 10 20 30 u u
b 4, 5, 6, 7, 8, ...
Position (n) 1 2 3 4 5
Term (n + 3) 4 5 u u 8

c 3, 5, 7, 9, ...
Position (n) 1 2 3 4 5
Term (2n + 1) 3 u u u u
d 5, 8, 11, ...
Position (n) 1 2 3 4 5
Term (3n + 2) u u u u u
Guided

2 Copy and complete the tables to work out the first five terms of each sequence.
a nth term = 2n
Position (n) 1 2 3 4 5
Term (2n) 2×1=2 2×2=4 2×3=u 2×u=u u×u=u
b nth term = n + 5
Position (n) 1 2 3 4 5
Term (n + 5) 1+5=6 2+5=u 3+u=u u+u=u
c nth term = 2n + 3
Position (n) 1 2 3 4 5
Term (2n + 3) 2 × 1 + 3 = 5 2 × 2 + 3 = u 2×3+u=u 2×u+u=u

Unit 6 Sequences, inequalities, equations and proportion 70

 Guided
3 Work out the 3rd term of the sequence with nth term
a 4n 3rd term is when n = 3 so 3rd term is 4 × 3 = u Q3c hint Remember the priority
b n+4 c 3n + 1 d 8n − 3 of operations: multiply then add.

4 Work out the 6th term and the 10th term of the sequence Q4 hint For the 6th term,
with nth term substitute n = 6 and for the
a n−5 b 4n + 1 c 8n − 3 10th term substitute n = 10.

5 Work out the 2nd term of the sequence with nth term
a n−9 b 2n − 5 c 3n − 9
Guided

6 Copy and complete to find the first five terms of the sequence with nth term 7n − 4.
1st term is when n = 1 7n − 4 = 7 × 1 − 4 = u
2nd term is when n = 2 7n − 4 = 7 × 2 − 4 = u
3rd term is when n = u 7n − 4 = 7 × u − 4 = u
4th term is when n = u 7n − 4 = u × u − u = u
5th term is when n = u 7n − 4 =
First five terms are u, u, u, u, u

7 Work out the 2nd term of the sequence with nth term Q7 hint A negative number
a −3n b −4n + 7 c −7n − 2 multiplied by a positive number
gives a negative number.

8 Work out the first five terms of each sequence.

a n+7 b 4n c 5n − 1

9 Match the nth term on the top row of cards with the first Q9 hint Substitute n = 1, n = 2, n = 3,
five terms of its sequence on the bottom row of cards. n = 4 and n = 5 into each nth term.

5n n+5 3n + 1 n+3 3n – 1

4, 7, 10, 13, 16 2, 5, 8, 11, 14 5, 10, 15, 20, 25 4, 5, 6, 7, 8 6, 7, 8, 9, 10

Finding the nth term

1 Problem-solving Here are some sequences and their nth terms.
i 3, 6, 9, 12, 15, ... nth term = 3n
ii 5, 10, 15, 20, 25, ... nth term = 5n
iii 7, 14, 21, 28, 35, ... nth term = 7n
a For each sequence, find the term-to-term rule.
b What pattern do you notice between the term-to-term rule and the nth term?
c Write down what you think the nth term will be for this sequence: 2, 4, 6, 8, 10, ...

71
 2 Match each nth term on the left with its sequence on the right. Use Q1 to help you.
a 10n i 4, 8, 12, 16, 20, ...
b 4n ii 11, 22, 33, 44, 55, ...
c 11n iii 10, 20, 30, 40, 50, ...
Guided

3 All these sequences have term-to-term rule ‘add 3’.

Work out the nth term of each sequence by comparing it with the sequence 3n.
The first one has been started for you.
a 5, 8, 11, 14, 17, ...
3n 3, 6, 9, 12, 15,
+2 +2 + + +
5, 8, 11, 14, 17, nth term is 3n + u

b 1, 4, 7, 10, 13, … c 2, 5, 8, 11, 14, …

Guided

4 Use the term-to-term rule to find the nth term. The first one has been started for you.
a 6, 10, 14, 18, 22, … +4 +4 +4 +4
6 10 14 18 22 Term-to-term rule is +4
Position (n) 1 2 3 4 5
4n 4, 8, 12, 16, 20,
+2 + + + +
4n + 2 6, 10, , , , nth term is 4n + u

b 7, 9, 11, 13, 15, … +2 +2 + +

7 9 11 13 14 Term-to-term rule is +u
Position (n) 1 2 3 4 5
2n 2, 4, 6, 8, 10,
+ + + + +
2n + u 7, 9, , , , nth term is un + u

c 4, 7, 10, 13, 16, … + + + +

4 7 10 13 16 Term-to-term rule is +u

Position (n) 1 2 3 4 5
un , , , , ,
+ + + + +
un + u 4, 7, , , , nth term is u n + u

d 1, 6, 11, 16, 21, … + + + +

1 6 11 16 21 Term-to-term rule is +u

Position (n) 1 2 3 4 5
un , , , , ,
+ + + + +
un − u 4, 7, , , , nth term is u n − u

e 13, 16, 19, 22, 25, … nth term is u n + u

Unit 6 Sequences, inequalities, equations and proportion 72

 5 For each sequence
i work out the nth term
ii work out the 10th term using the nth term from part i.
a 6, 9, 12, 15, 18, ...
b 2, 7, 12, 17, 22, ...
c 15, 17, 19, 21, 23, ...
Guided

6 State the nth term for each descending sequence. Q6 hint In a descending sequence,
Some parts have been started for you. each term is less than the term before it.
a 10, 8, 6, 4, 2, ... nth term: −2n + u
b 14, 11, 8, 5, 2, ... nth term: −un + 17 Q6a hint When n = 1, 10 = −2n + u

c 20, 19, 18, 17, 16, ... nth term: −un + u

d −3, −6, −9, −12, −15, ... nth term: −un
e −4, −8, −12, −16, −20, ... nth term: −un

7 For the sequence −7, −11, −15, −19, −23, find

a the nth term
b the 20th term.

8 Problem-solving Katie puts out chairs for assembly.

She puts 3 in the first row, 5 in the second row, 7 in the third row and so on.

Find
a the nth term describing the sequence of the numbers of chairs she puts out
b the number of chairs in the 10th row.

9 Problem-solving Chris has a bag of sweets.

The number of sweets he eats each day is given by the nth term 3n − 1.
Find
a the number of sweets he eats on days 1, 2 and 3
b the number of sweets he eats in total in the first 3 days.

Reflect
Carla starts to write the steps for finding the nth term of a sequence.
‘1 Work out the term-to-term rule.’
Write your own list of steps for finding the nth term of a sequence.

73
 6.2 Non-linear sequences
• Recognise and continue geometric sequences
• Recognise and continue quadratic sequences

Geometric sequences
Guided

1 For each geometric sequence

i write down the term-to-term rule
ii write down the 4th term.
The first one has been started for you.
a ×3 ×3 ×3
2 6 18 term-to-term rule: ×3
b ×4 ×4 ×4
1 4 16 term-to-term rule: ×u
c × × ×
1 3 9 term-to-term rule: ×u
d 2 20 200 u term-to-term rule: ×u
Guided

2 Use the term-to-term rule to continue these geometric sequences.

×10 ×10 ×10
a Term-to-term rule: ×10 3 30
× × ×
b Term-to-term rule: ×2 6 12

c Term-to-term rule: ×3 4 12
Guided

3 Work out the related division to find the missing number in each multiplication.
a 2×u=5 Related division: 5 ÷ 2 = u
b 3 × u = 4.5 Related division: u ÷ u = u
c 4×u=2 Related division: u ÷ u = u
d 8 × u = 12 Related division: u ÷ u = u
Guided

4 All of these are geometric sequences.

For each one, write the term-to-term rule and find the next two terms.
The first one has been started for you.
a 2, 3, u, u, … 2nd term ÷ 1st term = 3 ÷ 2 = u term-to-term rule: ×1.5
b 48, 24, u, u, … 2nd term ÷ 1st term = u ÷ u = u term-to-term rule: × u
c 20, 8, u, u, … 2nd term ÷ 1st term = u ÷ u = u term-to-term rule: × u

Unit 6 Sequences, inequalities, equations and proportion 74

 Term-to-term rule Examples
+4 +4 +4 +4
Arithmetic 5, 9, 13, 17, …
Add or subtract same number each time
sequence −2 −2 −2 −2
17, 15, 13, 11, …
×2 ×2 ×2 ×2

Geometric 6, 12, 24, 48, …

Multiply by same number each time
sequence ×0.1 ×0.1 ×0.1 ×0.1
500, 50, 5, 0.5, …

5 Reasoning For each sequence, write A or G to show if it is arithmetic or geometric.

a i 2, 4, 8, 16, 32, … b i 5, 25, 45, 65, … c i 10, 5, 0, −5, …
ii 2, 4, 6, 8, 10, 12, … ii 5, 25, 125, 625, … ii 10, 5, 2.5, 1.25, …

6 Reasoning Decide whether or not each sequence is geometric. Q6 hint Do you multiply
a 4, 20, 100, 500, … b 12, 14, 16, 18, … c 2, 4, 12, 48, … by the same number to
get from term to term in
the sequence?

7 Problem-solving Chen puts £1 into a savings jar in the first week, £2 in the second
week, £4 in the third week and so on. The amounts she puts into the savings jar form
a geometric sequence.
a What is the term-to-term rule of the sequence?
b How much does she put in the jar in the fourth week?
c How much is in the savings jar in total after five weeks?

Quadratic sequences
1 The diagram shows the first three terms in a pattern sequence.

1
4
9

a Draw the next pattern in the sequence.

Write the number of squares underneath.
b What is the name for the numbers in the sequence?
c Write the next four terms in the sequence.
Hilary works out the differences between terms like this.
1 4 9

+3 +5 +
d Copy and continue the pattern to work out the differences between terms.

75
 A quadratic sequence has an nth term that includes n2
(and no higher power of n).
Guided

2 Here is the quadratic sequence with nth term n2 + 2.

3 6 11 18 27
+3 +5 +7 + 1st differences

+2 + + 2nd differences
a Find the missing 1st difference.
b What is the pattern in the 1st differences?
c Find the missing 2nd difference.
d Use the pattern of differences to find the next term in the sequence.

3 Here is a quadratic sequence.

8, 9, 11, 14, 18, ...
a Work out the 1st and 2nd differences.
b Work out the 6th and 7th terms.
Guided

4 Copy and complete to find the first five terms of the quadratic sequence with nth term 3n2.
For n = 1, 3n2 = 3 × 12 = 3 × 1 = u
For n = 2, 3n2 = 3 × 22 = 3 × u = u
For n = 3, 3n2 = 3 × u2 = 3 × u = u
For n = 4, 3n2 =
For n = 5,
First five terms are u, u, u, u, u

5 Write down the first five terms of the quadratic sequences with nth term
a 2n2
b n2 + 1
c 3n2 + 2

6 Problem-solving Which has the larger 5th term, Q6 hint Write out the first
the geometric sequence 2, 6, 18, … or the five terms of each sequence.
quadratic sequence with nth term 4n2?

Reflect For each of the types of sequence given below

a in your own words, describe what the term-to-term rule is
b write an example.
i arithmetic sequence ii geometric sequence iii quadratic sequence

Unit 6 Sequences, inequalities, equations and proportion 76

 6.3 Inequalities
• Represent inequalities on a number line
• Find integer values that satisfy an inequality

Interpreting inequalities
Guided

1 For each inequality, copy and complete

Q1 hint Satisfies means ‘makes a statement true’.
by circling all the integers that satisfy x. What does x > 6 mean in words?
The first one has been done for you.
a x > 6 x = 1 x = 4 x = 6 x=9
b x < 3 x = 2 x = 3 x = 4 x = 7
c x > 4 x = 2 x = 3 x = 4 x = 6
d x < 4 x = 0 x = 2 x = 4 x = 9

2 For each inequality, write down an integer that satisfies x. Q2a hint This means x
is less than or equal to 6.
a x<6 b x>2 c x>5 d x<7
So, x can be u.

Showing inequalities on number lines

Guided

1 Match each inequality on the cards in

Q1 hint A filled circle shows that the value is included.
the top row with the correct number
An empty circle shows that the value is not included.
line on a card in the bottom row.
a b c d e
x<1 x<1 x>2 x<2 x>2

i ii iii iv v

−1 0 1 2 3 4 −1 0 1 2 3 4 −1 0 1 2 3 4 −1 0 1 2 3 4 −1 0 1 2 3 4
Guided

2 Show each inequality on a number line. The first one has been done for you.
a x<3

−2 −1 0 1 2 3 4 5 6 7
Q2b hint Start by drawing a
b x>5 c x>2 d x<3
circle above 5 on the number line.
Guided

3 Write the inequality shown by each number line.

a x>u
−4 −3 −2 −1 0 1 2 3 4 5 6 7

b x>u
−4 −3 −2 −1 0 1 2 3 4 5 6 7

c x>u
−4 −3 −2 −1 0 1 2 3 4 5 6 7

d x…u
−4 −3 −2 −1 0 1 2 3 4 5 6 7
77
 1 < x < 3 is a two-sided inequality.
x can take values between 1 and 3. −2 −1 0 1 2 3 4 5
x does not equal 1 or 3.
Guided

4 Write the inequality shown by each number line. Some have been started for you.
a −2 < x < u
−4 −3 −2 −1 0 1 2 3 4 5 6 7

b u<x<4
−4 −3 −2 −1 0 1 2 3 4 5 6 7

c u…x…u
−4 −3 −2 −1 0 1 2 3 4 5 6 7

d u…x…u
−4 −3 −2 −1 0 1 2 3 4 5 6 7
Guided

5 Show each inequality on a number line. The first one has been started for you.
a −1 < x < 5

−2 −1 0 1 2 3 4 5 6

b 1<x<5 c 0<x<2 d −2 < x < 3

6 Match each two-sided inequality on the cards in the top row with the correct number line on
the cards on the bottom row.
a b c d
−1 < x < 2 −1 < x < 2 −1 < x < 2 −1 < x < 2

i ii iii iv
−1 0 1 2 3 4 −1 0 1 2 3 4 −1 0 1 2 3 4 −1 0 1 2 3 4

7 Write down the integer values that satisfy each inequality. Q7a hint Draw a number line
a −2 < x < 4 and circle the whole numbers.
b −3 < x < 3
c 1<x<3 −3 −2 −1 0 1 2 3 4 5
−2 < x < 4
d 0<x<5

8 Problem-solving Geraint says his age is more than 7 but less than or equal to 14.
a Show his age using a number line.
b Write Geraint’s age as an inequality.
c Write down all the possible ages he could be (to the nearest year).

9 Problem-solving Mira says that the ages of her siblings can be shown as 10 < x < 17.
In two years’ time, what will the inequality be?

Reflect Write down any new words, symbols or representations that you have learned in
this lesson and what they mean. Compare your list with a partner’s list.

Unit 6 Sequences, inequalities, equations and proportion 78

 6.4 Solving equations
• Construct and solve equations including fractions or powers

Solving equations with fractions

You can write a fraction as a division.
1 x+1
For example, = 1 ÷ 2 and = (x + 1) ÷ 2
2 2

1 Rewrite each equation with brackets and a division sign.

x+2 x−1 x − 12
a =4 b =6 c 1=
7 8 4
Guided

2 Write each equation as a function machine. The first one has been started for you.
x−3
a = 1 (x − 3) ÷ 15 = 1 Q2 hint Use Q1 to help.
15
x 3 3
a+2
b =2
3
y+7
c =9
4
d − 10
d = 20
2

c+6
Use a function machine to solve the equation = 2.
5
c+6=2
5
(c + 6) ÷ 5 = 2 Rewrite the fraction as a division.

c +6 3 ÷5 3 2 Write each operation as a step in a function machine.

Then work backwards, using inverse operations, to work out the value of c.
4 –6 ×5 2
c=4
Check: c + 6 =
4 + 6 = 10 = 2 ü Check your answer by substituting
5 5 5 your value back into the equation.

3 Use a function machine to solve each equation.

Q3 hint Remember to
x−1
a =5 check your answers.
2
y+1
b =2
4
x+5
c =3
7
79
 a−2
Use the balancing method to solve the equation = 3.
6
a–2=3
6
(a – 2) ÷ 6 = 3 Rewrite the fraction as a division.
(a – 2) ÷ 6 = 3
×6 ×6 ×6 on both sides
a – 2 = 18 +2 on both sides
+2 +2
a = 20
Check: a – 2 =
20 – 2 = 18 = 3 ü
6 6 6

4 Use the balancing method to solve each equation. Q4 hint Remember to

a+8 b−7 check your answers.
a =4 b =6
10 5 You can use a function
c + 10 d+1 machine to check too.
c = 14 d =8
2 3
e−9 f − 12
e =1 f = −3
9 3
Guided

5 Problem-solving Kelly thinks of a number n. She then subtracts 3 and divides by 4.

n−u
a Copy and complete the expression:
u
Kelly’s answer is 7.
n−u
b Copy and complete the equation: u =u

c Solve the equation to work out the value of n.

Solving equations with powers

The inverse operation of squaring is taking the square root.
For example, 32 = 9 and √9 = 3.
When taking the square root of a number, there is a positive and a negative solution.
For example, if x2 = 4, then x = ±√4 so x = +2 or x = −2.
Guided

1 Solve these equations. Give the positive and negative solutions each time.
The first one has been done for you.
a x2 = 25
x = ±√25
x = +5 or x = −5
b x2 = 9
c x2 = 100
d x2 = 64
e x2 = 36

Unit 6 Sequences, inequalities, equations and proportion 80

 Guided
2 Solve these equations. Give the positive and negative solutions each time.
The first one has been started for you.
a x2 + 7 = 23 Q2a hint Check your solutions
− − (u)2 + 7 = u and (−u)2 + 7 = u
x2 =
√ √

x = ±√u
x = + or x = −
b x2 − 5 = 20
c x2 + 4 = 40
d a2 + 7 = 107
e e2 + 2 = 66 Q2f hint 1 + b2 is
f 1 + b2 = 10 the same as b2 + 1
Guided

3 For each equation, find the positive solution correct to 1 decimal place.
The first one has been started for you.
a x2 − 3 = 10
+3 +3
x2 =
√ √

x = ±√u
Only the positive solution is required.
x = to 1 d.p. 3.60555127
  
b x2 − 4 = 19
c x2 + 3 = 11

4 A square sticky note has side length x cm.

a Write an expression for the area in terms of x.
The area is 49 cm2.
b Write an equation for the area.
c Problem-solving Solve the equation to work out the side length of the sticky note.
d Reasoning Why is there only a positive solution for this problem?

Reflect Which operations did you use in this lesson? Write down the inverse of each of
the operations you used.

81
 6.5 Proportion
• Write formulae connecting variables in direct or inverse proportion
• Use algebra to solve problems involving direct or inverse proportion

Writing formulae for direct proportion

1 a Work out the gradient of the line. Q1a hint For every 1 square right,
y how many squares up does the line go?
8
7
6
5
4
3
2
1

−5 −4 −3 −2 −1O 1 2 3 4 5 6 7 8 x
−1
−2
−3
−4
−5

b Write down its y-intercept. Q1c hint Use parts a and b to help
c Write the equation of the line. you. y = ux + u

When two variables x and y are in direct proportion, they can be

represented by the formula y = kx, where k is a constant value.
As one variable increases, the other variable increases at the same rate.
Guided

2 Does each data set show direct proportion?

The first one has been started for you.
a ×2 ×2 ×2

x 1 2 4 8
y 3 6 12 24

×2 ×2 ×2
b x 1 2 4 8
y 2 3 4 5

c x 3 9 27 81
y 2 6 18 54

Unit 6 Sequences, inequalities, equations and proportion 82

 Olivia measures how far she has walked at different times.
Time, t (h) 0.5 1 1.5 2
Distance, d (km) 3 6 9 12

a Show that t and d are in direct proportion.

×4
×3
×2
Time, t (h) 0.5 1 1.5 2 Check that as one variable increases the
Distance, d (km) 3 6 9 12 other variable increases at the same rate.

×2
×3
×4
When time t doubles, so does distance d. When time t is multiplied by 3, so is distance d.
Therefore, t and d are in direct proportion.
b Write the formula connecting t and d.
d = kt Write a statement like y = kx but using the letters t and d instead of x and y.

Use d = 6 and t = 1
You can choose and substitute any values for d and t
from the table. Choose easy numbers to work with.

6=k×1 Solve to find k.

k=6
Formula is d = 6t Substitute k back into the formula.
Check: d = 12 and t = 2
12 = 6 × 2 ü Check your formula by substituting other values for d and t.

c Use your formula to calculate how far Olivia will walk in 3 hours.
d = 6 × 3 = 18 km Substitute t = 3 into d = 6t.

In 3 hours she will walk 18 km.

Guided

3 Changsu measures the distance a turtle travels at different times.

×
×
×
Time, t (h) 10 20 30 40
Distance, d (km) 5 10 15 20
×
×
×

a Show that t and d are in direct proportion.

b Write a formula using d, t and k.
c Write the formula connecting d and t. Q3c hint Solve to find the value of k.
d Using your formula from part c, calculate how far the turtle will travel in 1 hour.
83
Guided
4 In a science experiment, students measure how far a spring extends when different masses
are hung from it. The results are shown in this graph.
Extension of spring

70
60
Extension (cm)

50
40
30
20
10
0
0 10 20 30 40 50 60
Mass (g)

a Copy and complete the table, using the graph.

Mass (g) 25 50 Q4b hint Use your answer
Extension (cm) 20 40 to part a to help you.

b Are extension and mass in direct proportion? Q4c hint Write a statement
c Write a formula connecting mass, m, and extension, e. like y = kx but use the letters
in the problem.

5 Maida buys 5 bananas for 70p. The cost of bananas, c, is in direct proportion to the
number of bananas, n.
a How much will 10 bananas cost?
b Write a formula for the cost, in pence, of n bananas.
c Using the formula from part b, find the cost of 30 bananas.

6 x and y are in direct proportion to each other.

When x is 20, y is 200.
a Write the formula connecting x and y.
b Using the formula from part a, work out the value of y when x is 7.

Writing formulae for inverse proportion

When two quantities are in inverse proportion, as one increases the other
k
decreases at the same rate. They can be represented by the formula y = x .
Guided

1 Does each data set show inverse proportion? The first one has been started for you.
a ×2 ×2 ×2

x 1 2 4 8
y 40 20 10 5

÷2 ÷2 ÷2
b x 1 2 4 8 c x 1 3 9 27
2
y 11 9 7 5 y 18 6 2 3

Unit 6 Sequences, inequalities, equations and proportion 84

 It takes 2 people 2 hours to paint a room.
a How long does it take 4 people?
Number of people : Time (hours)
2:2
The time is in inverse proportion
×2 ÷2
to the number of people.
4:1
b Find the formula connecting the amount of time, t, and the number of people, n.

n=k This is the formula for inverse proportion.

t
Use n = 2 and t = 2
2=k Solve to find k.
2
k=4
Formula is n = 4
t
c Use your formula to calculate how many people are needed to paint the room in
half an hour.

n= 4 =8 Substitute t = 0.5 into the formula.

0.5
8 people are needed.

2 It takes 2 people 1 day to build a garden.

a How long does it take 1 person?
b Find the formula connecting the amount of time, t, and the number of people, n.
c Use your formula to work out how many people are needed to build the garden in half a day.

3 Problem-solving x and y are in inverse proportion to each other.

When x = 4, y = 3.
a Work out the formula connecting x and y. k
Q3a hint Substitute x and y into y = x
b Use your formula to work out the value of y to find k.
when x is 6.

Reflect Look at this set of data.

x 2 4 6 8
y 1 2 4 7

Tim says that both sets of values are increasing, so they are in direct proportion.
He is wrong. Explain why.

85
 Support 3 Unit 7 Core 3 Unit 7 Depth 3 Unit 7

7 Circles, Pythagoras and prisms

7.1 Circumference of a circle
• Calculate the circumference of a circle
• Estimate calculations involving pi (π)
• Solve problems involving the circumference of a circle

Parts of a circle
1 a Draw a circle with a pair of compasses.
b Mark the centre of the circle with a dot. Label it O. Q1c hint The perimeter of a circle
c Label the circumference. is called the circumference.

d Use a ruler to draw a straight line from the centre O to

Q1d hint Q1e hint
the circumference of the circle. Label this line ‘radius’.
e Use a ruler to draw a straight line through the centre O,

di
am
touching the circumference of the circle at both ends. O O

et
ra

er
Label this line ‘diameter’.

di
us

2 Reasoning Look at your diagram in Q1. Decide whether each statement is true or false.
a The diameter is twice the length of the radius.
b The diameter is 1 the length of the radius.
2
c The diameter is longer than the radius.
d The circumference is longer than the diameter.
e Diameter = 2 × radius
Guided

3 Copy and complete the calculations. The first one has been started for you.
a b

12 cm 22 cm

Diameter = 12 cm Diameter = u cm
Radius = 1 of u = u cm Radius = u of u = u cm
2
c d

9 cm 7 cm
Radius = u cm Radius = u cm
Diameter = 2 × u = u cm Diameter = u × u = u cm

Unit 7 Circles, Pythagoras and prisms 86

 Calculating the circumference of a circle
1 π is a Greek letter called pi.
a Find π on a key on your calculator. Press it. Write down the value of π to 2 decimal places.
b Use your calculator to work out to 1 decimal place
i 2π ii 3π iii π × 4 iv π × 5 Q1bi hint 2π = 2 × π
Guided

2 The formula to find the circumference of a circle of any diameter is

circumference = π × diameter  or  C = π d
Use this formula to work out the circumference of each circle.
Give your answers to 1 decimal place.
a b

8 cm 11 cm
C=π×d C=π×d

=π×8 =π×u
= u cm = u cm
c d

6 cm 1 cm
C=π×d C=π×d

=π×u =π×u
= u cm = u cm

3 Reasoning Aisha and Olivia are calculating the circumference of a circle.

Aisha writes Olivia writes
Diameter = 2 × 5 = 10 cm Circumference = 2 × π × r
5 cm Circumference = π × 10 =2×π×5
= 31.4 cm = 31.4 cm
Explain why both of their calculations are correct.

4 Problem-solving A circular cake has diameter 20 cm.

Tom is buying a ribbon to put around the outside of the cake.
a Work out the circumference of the cake. Round your answer to the nearest cm.
Tom needs an extra 5 cm overlap to stick the ends of the ribbon together.
b What length of ribbon does Tom need? 20 cm
The ribbon is sold in lengths of 10 cm.
Q4c hint Do you
c What length of ribbon should Tom buy? need to round up
The ribbon costs 20p per 10 cm. or down to the
d How much does it cost Tom to buy the ribbon? nearest 10 cm?

Reflect Write down any new words you have learned in this lesson. Make sure you spell
them correctly. Beside each one, write down its definition.

87
 7.2 Area of a circle
• Calculate the area of a circle
• Solve problems involving the area of a circle

Area of a circle

Calculate the area of a circle with radius 10 cm. Round your answer to 1 decimal place.
Area of a circle = πr2 This is the formula for the area of a circle.

= π × 102 Follow the priority of operations and work out 102 first.
= π × 100
= 314.159265...
= 314.2 cm2 Round your answer to 1 d.p. as instructed in the question.
Guided

1 Work out the area of each circle. Round your answers to 1 decimal place.
a b c

7 cm

9 mm 1m

area = π × 72 area = π × u2 area = π × u u

=π×u =u×u =u×u
= u cm2 = u mm2 = u m2
d e f

10 cm
1m

30 mm

radius = 1 of 10 = u radius = 1 of u = u radius = 1 of u = u

2 2 2
area = π × 52 area = π × u area = π × u
=π×u =u×u =u×u
= u cm2 = u mm2 = u m2

Q1d–f hint You need to use the radius to calculate

area. To find the radius halve the diameter.

Unit 7 Circles, Pythagoras and prisms 88

 2 Sophia is working out the area of a circular lawn.
She finds the approximate area by using π ≈ 3.
Here is her working. 4m
area = π × 42
≈ 3 × 42
= 3 × 16
= 48 m2
a Use Sophia’s method to work out the approximate
area of a circular lawn with radius 2 m.
b Calculate the exact area of the lawn. 2m
Round your answer to 1 decimal place.
c Reasoning Is your approximation larger
or smaller than the exact area? Explain why.

Solving problems involving the area of a circle

1 A photo frame is made from a square piece of wood,
15 cm by 15 cm.
A circular hole, with radius 5 cm, is cut out of the wood.
a Calculate the area of the square piece of wood. 5 cm
15 cm
b Calculate the area of the circular hole.
Round your answer to 1 decimal place.
c Use your answers to parts a and b to work out the area
of the wooden photo frame. 15 cm

2 Problem-solving Matt calculates the area of a circle with radius 12 cm.

Here is his working.
area = π × r2
= π × 122
= 452.4 cm2 to 1 d.p. 12 cm

Use Matt’s answer to work out the area of

a b
Q2 hint What fraction of the
whole circle is each shape?
12 cm 12 cm

Reflect
How can you use an approximation of π to check that your answers to circle
questions are sensible?

89
 7.3 Pythagoras’ theorem
• Find the length of an unknown side of a right-angled triangle
• Solve problems involving right-angled triangles

Calculating the length of the hypotenuse in a right-angled triangle

1 Identify the hypotenuse in each triangle.
a A b E F c H J

I
C B
Q1a hint The longest side of a right-angled triangle is called
G the hypotenuse. It is the side opposite the right angle.
Guided

2 Follow these steps to calculate the length of the hypotenuse.

a Copy the triangle and label
the hypotenuse c. Q2a hint It doesn’t
b Label the other sides a and b. matter which side you
6 cm choose for a and which
c Copy and complete. First write side you choose for b.
Pythagoras’ theorem and then
substitute the values of a and b. 8 cm
c 2 = a2 + b 2
= u2 + u2
=u+u
=u
c = √u
=u
Guided

3 Copy and complete to find the length of the hypotenuse in each right-angled triangle.
a b c 16 cm
5 cm

12 cm 4 cm 12 cm

3 cm

c2 = 52 + 122 c2 = 42 + u2 c2 = u2 + u2
= 25 + u =u+u =u +u
=u =u =u
c = √u c = √u c = √u
=u =u =u

Unit 7 Circles, Pythagoras and prisms 90

 4 Problem-solving A zip wire runs from the top of a vertical 10 m tree to the ground.
The end of the zip wire is 24 m horizontally from the base of the tree.
How long is the zip wire?
Q4 hint Read the first sentence of the problem.
Identify the side of the triangle that is 10 m. Do the
same for the second sentence and then the third.

10 m

24 m

Calculating the length of a shorter side in a right-angled triangle

Calculate the length of the unknown side in this triangle.

15 cm
9 cm

c
15 cm
9 cm
Identify the hypotenuse and label it c.
b
Label the other sides a and b. It doesn’t
matter which way round you label these.

a
c =a +b
2 2 2

152 = a2 + 92 Substitute the values of b and c into Pythagoras’ theorem.

225 = a2 + 81 Solve the equation to find the value of a.

225 – 81 = a2
144 = a2
a = √144
= 12 cm

91
Guided
1 Copy and complete to find the length of the unknown side in each triangle.
a b c 1.5 cm

12 cm 15 cm
13 cm 12 cm
2.5 cm

152 = 122 + b2 132 = u2 + b2 u2 = u2 + u2

225 = u + b2 u = u + b2 u=u+u
225 − u = b2 u − u = b2 u − u = u2
b = √u b = √u u = √u
= u cm = u cm = u cm

2 Reasoning Natalya is calculating the length of the unknown side in the triangle.
Here is her working.

c 2 = a2 + b 2
= 502 + 302
50 cm = 2500 + 900
= 3400
c = √3400
= 58.3 cm
30 cm

a What mistake has Natalya made? Q2a hint Which side is the hypotenuse?
b Work out the correct length of the unknown side.

You can rearrange Pythagoras’ theorem to find the length of the shorter side:
c2 = a2 + b2
– b2 – b2
c2 – b2 = a2
You must make sure that you correctly label the hypotenuse c.
Guided

3 Complete the calculation to find the length of the unknown side.

a2 = c 2 − b 2
55 cm = 552 − u2
=u
a = √u
= u cm
44 cm

Reflect List three important things about Pythagoras’ theorem.

Unit 7 Circles, Pythagoras and prisms 92

 7.4 Prisms and cylinders
• Calculate the volume and surface area of a right prism
• Calculate the volume and surface area of a cylinder

Calculating the volume of a right prism

Imagine that a 2D shape with straight edges is stuck to a wall. An identical
2D shape is stuck exactly on to it, and another and another ..., making a 3D solid extending
out from the wall.
The 2D shape is called the cross-section of the 3D solid.
The 3D solid is called a right prism.
These are all right prisms.

Use this formula to calculate the volume of a right prism:

volume of a right prism = area of cross-section × length

1 Here is a triangular prism. The cross-section is shaded.

6 cm

5 cm
10 cm
1
a Calculate the area of cross-section. Q1a hint Area of a triangle = 2 × base × height
b Work out the volume of the prism using the formula
volume = area of cross-section × length Q1b hint Don’t forget the units. Volume is
measured in cubic units, e.g. mm3, cm3, m3.

2 Use the method in Q1 to work out the volume of each of these prisms.
In each diagram the cross-section has been shaded.

a 12 cm b

9 cm
4 cm

12 cm
4 cm 18 cm

93
Guided
3 This prism has a trapezium as its cross-section. Copy and complete the calculations to work
out its volume.

8 cm

4 cm

10 cm

14 cm

area of cross-section = 1 × (u + u) × 8
2
=1× u×8
2
= u cm2
volume = area of cross-section × length
= u × 10
= u cm3

Calculating the surface area of a right prism

To calculate the surface area of a 3D solid, sketch a net and work out the
area of each of the faces.
Guided

1 Here is a triangular prism. The net of the prism is shown next to it.

5 cm
3 cm

7 cm
4 cm

a Sketch the net.

b Label the dimensions of each face on the net.
c Calculate the area of one of the triangles.
d Calculate the area of the shaded rectangle.
e Calculate the area of each of the other two rectangular faces. Q1f hint There are
f Use your answers to parts c, d and e to calculate two triangular faces
with the same area.
the surface area of the triangular prism.
Unit 7 Circles, Pythagoras and prisms 94
 Guided
2 Work out the surface area of this triangular prism. Follow these steps.

5 cm 5 cm
4 cm

11 cm

6 cm

a Sketch the net of the prism.

b Write the lengths of all the sides on your net.
c Work out the area of each face. 1
Q2c hint Area of a triangle = 2 × base × height
d Add together the areas of each face.

Calculating the volume and surface area of a cylinder

Volume of a cylinder = area of cross-section × height

cross-
section

height
Guided

1 Here is a cylinder.

5 cm

10 cm

Q1a hint Area of a circle = π × radius2

a Calculate the area of the circular cross-section. Round your answer to 1 decimal place.
b Copy and complete. Give your answer to the nearest cm2.
Volume = area of cross-section × height
= u × 10
= u cm3

95
2 Use the method in Q1 to calculate the volume of each cylinder.
Give your answers to 1 decimal place.
a b
10 cm 8 cm
1 cm
6 cm

c
7 cm

Q2c hint Think carefully

4 cm about what the ‘height’ of
the cylinder is.

3 Here is a cylinder and its net.

5 cm

5 cm

10 cm 10 cm

a Calculate the area of the cross-section. Round your answer to 1 decimal place.
b Calculate the length of the rectangle.
Q2b hint This will be equal to the
Round your answer to 1 decimal place.
circumference of the circle. Circumference = 2π r
c Calculate the area of the rectangular
part of the net.
d Use your answers to parts a and c to work out the surface area of the cylinder.
Give your answer to the nearest cm2.

Reflect Is it easier to calculate the volume or the surface area of right prisms? Explain why.

Unit 7 Circles, Pythagoras and prisms 96

 7.5 Errors and bounds
• Find the lower and upper bounds for a measurement
• Calculate percentage error intervals

Finding upper and lower bounds

This number line shows the inequality 6.5 < x < 7.5.

6 6.5 7 7.5 8

When rounding to the nearest whole number, all the values between 6.5 (including 6.5) and
7.5 round to 7.
Guided

1 a Which of these numbers round to 7?

i 6.5 ii 6.6
iii 6.7 iv 6.8
v 6.9 vi 7.0
vii 7.1 viii 7.2
ix 7.3 x 7.4
b Copy and complete the statement using the words in the cloud.
Any number ………… or ………… 6.5 and ……… 7.5,
when rounded to the nearest whole number, is 7.
greater than
less than
equal to

When a number is rounded, the lower bound is the smallest value it could be.
The upper bound is the smallest possible value that rounds up to the next number, and is the
same as the lower bound of the next number.

2 A piece of ribbon is 7 cm to the nearest cm.

a What is the lower bound of the length?
b What is the upper bound of the length?

97
3 Each number has been rounded to the nearest whole number.
The inequalities show the lower and upper bounds.
Write down the lower and upper bound for each number.
a 16

15 15.5 16 16.5 17

Lower bound = u
Upper bound = u
b 25

24 25 26

Lower bound = u
Upper bound = u

4 Each of these numbers has been rounded to the nearest whole number.
For each number
i copy and complete the number line
ii draw the inequality
iii write down the lower and upper bounds.
a 17

16 17 18

Lower bound = u
Upper bound = u
b 26

26

Lower bound = u
Upper bound = u
c 112

112

Lower bound = u
Upper bound = u
d 205

Lower bound = u
Upper bound = u

5 Reasoning Explain why there is an ‘open’ (unshaded) circle on the upper bound of all of
your diagrams in Q4.

Unit 7 Circles, Pythagoras and prisms 98

 Guided
6 Erica rounds the price of a car to £4500 to the nearest £100.
a Copy and complete the number line marked in £100 intervals.
£4400 £4500

b On your number line, mark the prices that are the Q6b hint
lower and upper bounds.
£4400 £4500
c Copy and complete the inequality with your
lower upper
lower and upper bounds. bound bound
£u < price of car < £u

7 Jiang rounds the price of a book to £20 to the nearest £10. Q7 hint Use the method in Q6.
Find the lower and upper bounds of the price of the book.

Percentage error intervals

Guided

1 Problem-solving A factory fills 500 g bags of flour. There is a 10% error interval.
a Copy and complete the number line marked in 100 g intervals.
400 g 500 g

b Work out 10% of 500 g.

c Add your answer to part b to 500 g. Mark this point on the number line.
d Subtract your answer to part b from 500 g. Mark this point on the number line.
e Complete the inequality to show the error interval for the mass of flour.
u < mass of flour < u Q1e hint Look at the number line in part a. Which value
is 10% below 500 g? Which value is 10% above 500 g?

2 Problem-solving The speed of a car is measured

Q2 hint Draw a number line.
as 70 mph.
The speedometer has an error interval of 3%.
a What is the maximum speed at which the car could be travelling?
b What is the minimum speed at which the car could be travelling?
c Write an error interval for the speed of the car.

Reflect In this lesson, when did you use the inequality sign for ‘less than or equal to’?
When did you use the inequality sign for ‘less than’?

99
Support 3 Unit 8 Core 3 Unit 8 Depth 3 Unit 8

8 Graphs
8.1 Using y = mx + c
• Draw a graph from its equation, without working out points
• Write the equation of a line parallel to another line
• Compare graph lines using their equations

Drawing a graph from its equation

You can use the gradient and y-intercept to draw a straight-line graph.

1 Follow these steps to draw a straight line with a gradient of 2 and a y-intercept of (0, 1).
y
5
4
3
2
1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−2
−3
−4
−5

a Copy the coordinate grid.

b Plot the y-intercept (0, 1).
c Put your pencil tip on the y-intercept (0, 1).
i Draw a dotted line 1 unit right and 2 units up. Q1c hint A gradient of 2 means that for
every 1 unit right the line goes 2 units up.
Put a cross at this point.
ii From your new point, draw a dotted line 1 unit right and 2 units up.
Put a cross at this new point.
d Using a ruler, join the points and continue the line to the edges of the grid.
y
2 Copy the coordinate grid in Q1. On the same grid draw straight-line graphs with5
a a gradient of 3 and y-intercept of (0, 1) 4
Q2c hint 3
b a gradient of 1 and y-intercept of (0, −1) For a gradient
2
c a gradient of −2 and y-intercept of (0, 3). of −2, go
1
1 unit right
and 2 units
−5 −4 −3 −2 −1 O 1 2 3 4 5 x
down. −1
−2
−3
Unit 8 Graphs 100
 Guided
3 For each equation, write down the gradient and the y-intercept. Some parts have been
done for you.
a y = 5x + 2 gradient is 5, y-intercept is (0, 2).
b y = 7x + 4 gradient is u, y-intercept is (0, u).
c y = −2x + 3 gradient is u, y-intercept is (u, u).
d y = 9x − 1 gradient is u, y-intercept is (u, u).
Guided

4 For each equation, write down the gradient and the y-intercept. Then draw the graph and
label it. The first part has been done for you.
a y = 3x − 2 gradient is 3, y-intercept is (0, −2).
y y = 3x − 2
5
4
3
2
1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−2
−3
b y = −3x + 3
−4
c y = x−5+ 4 Q4c hint y = x + 4 is the same as y = 1x + 4
d y = 2x − 1

Parallel lines
1 Match pairs of graphs with the same gradient. One has been done for you.
a y = 10x + 2 b y = −2x − 3 c y = 5x + 1 d y = −x − 2

i y = 5x − 2 ii y = −2x + 2 iii y = −x + 1 iv y = 10x − 3

Straight lines with the same gradient are parallel.

Guided

2 These are pairs of equations of parallel lines.

Copy and complete. The first one has been done for you.
a y = 5x + 2 and y = 5x + 7
b y = −3x + 4 and y = u − 2
c y = 2x + 7 and y = u + 1

101
Guided
3 Write the equation of each line. The first one has been done for you.
a Parallel to the line y = 7x + 2 with y-intercept (0, 4): y = 7x + 4
b Parallel to the line y = −2x + 3 with y-intercept (0, 1): ___________
c Parallel to the line y = x − 2 with y-intercept (0, −4): ___________

Intersection of lines
Guided

1 Use algebra to work out the coordinates of the

Q1 hint All points on the line
point where y = 5x − 3 crosses the line x = 2.
x = 2 have x-coordinate 2.
Substitute x = 2 into y = 5x − 3.
y=u×u−u=u−u=u
Therefore, x = u and y = u.
So the coordinates are (u, u).

2 a U
 se algebra to work out the coordinates of the
Q2a hint Follow the steps in Q1.
point where y = 2x − 3 crosses the line y = 1.
y
b The coordinate
5 grid shows the lines y = 2x − 3 and y = 1. Find the coordinates of the
point 4where the lines cross.
3 y = 2x − 3
2
1 y=1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1

c What−2do you notice about your answers to parts a and b?

−3
−4
3 Problem-solving Tabitha says that the line y = 3x − 5 passes through the point (2, 2).
−5
a When x = 2, what is the value of y = 3x − 5? y
Write your answer as coordinates (2, u). 5
What do you notice? 4

b Copy the grid and sketch the graph of y = 3x − 5. 3

c i Plot the point (2, 2) on your grid. 2

1
ii Is the point on the line?
d Is Tabitha correct? −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−2
−3
−4
−5

Reflect How many different ways do you know of drawing the graph from an equation of
a straight line? Discuss the different methods with a partner.

Unit 8 Graphs 102

 8.2 More straight-line graphs
• Draw graphs with equations in the form ax + by = c
• Rearrange equations of graphs into the form y = mx + c

Drawing graphs with equation ax + by = c

The point where the graph crosses the x-axis is the x-intercept and always has
y-coordinate = 0.
The point where the graph crosses the y-axis is the y-intercept and always has x-coordinate = 0.

1 For the equation 2x + y = 4

a work out x when y = 0 Q1a hint 2x + 0 = 4
b work out y when x = 0.
Q1b hint 2 × 0 + y = 4
c Is your answer to part a the x-intercept or the y-intercept?
d Is your answer to part b the x-intercept or the y-intercept?

2 For each equation, find the x- and the y-intercepts. Q2 hint Follow the
a 3x + y = 3   b −2x + y = 2   c x − y = 7   d 5x − 2y = 10 steps in Q1 parts a
and b to help you.
Guided

3 For each graph, state the coordinates of the x- and the y-intercepts.
a y b y
2 2
1 1

−2 −1 O 1 2 x −2 −1 O 1 2 x
−1 −1
−2 −2

x-intercept: (u, 0) x-intercept: (u, u)
y-intercept: (0, u) y-intercept: (u, u)
c y
2
1

−2 −1 O 1 2 x
−1
−2

x-intercept: (u, u)
y-intercept: (u, u)

103
4 Copy the coordinate grid. On the same grid, draw straight-line graphs with
a x-intercept (2, 0) and y-intercept (0, −1) y
5
b x-intercept (1, 0) and y-intercept (0, 3)
4
c x-intercept (−3, 0) and y-intercept (0, −2)
3
d x-intercept (−1, 0) and y-intercept (0, 2).
2
1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−2
−3
−4
−5

5 a Find the x- and the y-intercepts of the graphs

Q5 hint Use Q3 and Q4 to help you.
with these equations.
i y+x=2 ii y − x = 3
iii 3x − y = 6 iv −x + 2y = −4
b Copy the axes given in Q4. Draw the graph of each equation in part a.

Working with equations of the form ax + by = c

For the equation 2x − y = 6

a make y the subject
2x − y = 6
−2x −2x
–y = −2x + 6
÷(−1) ÷(−1)
y = 2x − 6
b write down the gradient.
This is in the form mx + c
Since 2x − y = 6 is the same as y = 2x − 6 where the gradient is m.
the gradient is 2.

1 For each equation

Q1 hint y = ux + u
i make y the subject D
ii write down the gradient of its graph. gradient
a y − 2x = 7 b y + 3x = 2
c 2y − 4x = 6 d x−y=9

2 Use substitution to check whether the point (1, 2) is on the line with each of these equations.
a y − 2x = 0 b y+x=1 c y+x=3

Unit 8 Graphs 104

 3 Problem-solving
a Rearrange 4y − 6x = 24 to make y the subject.
b Write down the gradient of the straight-line graph with Q3b hint Use the gradient
equation 4y − 6x = 24. from your answer to part a.
c Write down the equation of the line parallel
Q3c hint Remember: parallel
to 4y − 6x = 24 with y-intercept (0, 4). lines have the same gradient.
y = ux + u
D D
gradient y-intercept

4 Problem-solving Which pairs of equations have graphs Q4 hint Rearrange the

that are parallel to each other? Show your working. equations to make y the subject
a y + x = 2 and x + y = −1 and compare their gradients.
b 2x + y = 7 and y = 2x + 1
c y = 3x + 4 and y − 3x = 12

5 Problem-solving The equation 5x + 6y = 150 links the number of hot chocolate sales (y)
to the outside temperature (x).
a Write down the x-intercept and y-intercept of the graph with this equation.
b Copy the coordinate grid. Draw the line 5x + 6y = 150.
c Do hot chocolate sales go up or down as it gets hotter?
d Use your graph to estimate y
30
i the number of sales when x = 10
25
ii the temperature when y = 20.
20
15
10
5

0 5 10 15 20 25 30 x

Reflect Explain to a partner how to draw a graph with an equation in the form
a y = mx + c, for example y = 3x + 1
b ax + by = c, for example 2x + y = 4.
Discuss what is the same about your methods for each type of equation. What is different?

105
 8.3 Simultaneous equations
• Solve simultaneous equations by drawing graphs
• Solve problems using simultaneous equations

Key point A pair of simultaneous equations have the same x- and y-values.
This is shown by the point of intersection of their graphs.

Drawing and solving simultaneous equations

1 What is the point of intersection of these graphs of simultaneous equations?
a y b y
5 5
4 4
3 3
2 2
1 1

−5 −4 −3 −2 −1O 1 2 3 4 5 x −5 −4 −3 −2 −1O 1 2 3 4 5 x
−1 −1
−2 −2
−3 −3
−4 −4
−5 −5

Guided

2 y = x − 3 and y = −3x + 1 are a pair of y

5
simultaneous equations.
4
a For the graph of the first equation, y = x − 3, write down 3
i the gradient ii the y-intercept. 2
b For the graph of the second equation, y = −3x + 1, 1

write down −5 −4 −3 −2 −1O 1 2 3 4 5 x

−1
i the gradient ii the y-intercept. −2
c Copy the coordinate grid. −3
On the same grid, draw the graphs of the two equations. −4
−5
Q2c hint Use parts a and b to help you.

d Find the point of intersection of the two graphs.

e Using your answer to part d, copy and complete the solution to the
simultaneous equations.
x = u and y = u
f Check your solution by substituting back into one of the equations.

Unit 8 Graphs 106

 3 Draw graphs to solve these pairs of simultaneous equations.
a y = 4x − 2
y = −x + 3
Q3 hint Follow the
b y = 3x + 1 steps in Q2 to help you.
y = −2x − 4
Guided

4 x − 2y = 1 and 3x + y = 3 are a pair of y

6
simultaneous equations.
5
a For the graph of the first equation, 4
x − 2y = 1, write down 3
i the gradient ii the y-intercept. 2
1
b For the graph of the second equation,
3x + y = 3, write down −6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
−1
i the gradient ii the y-intercept. −2
c Copy the coordinate grid. On the same grid, −3
draw the graphs of the two equations. −4
−5
d Find the point of intersection of the two graphs. −6
e Using your answer from part d, copy and complete
the solution to the simultaneous equations.
x = u and y = u
f Check your solution by substituting back into one of the equations.

5 Draw graphs to solve these simultaneous equations.

Q5 hint Follow the
a x+y=2 b x + 3y = 5 steps in Q4 to help you.
x − 2y = 5 y − 2x = 4

6 Draw graphs to solve the simultaneous Q6 hint Find the x- and the y-intercepts for the graph
equations y = x and x − 5y = 4. of each equation. Then use these to draw the graphs.

Solving problems with simultaneous equations

1 Problem-solving Kat walks along the path y = x − 4. Tom walks along the path x + y = 2.
a Draw a coordinate grid with both axes from −6 to 6. Then draw the paths for Kat and Tom.
b Use your graphs to find the coordinates where their paths cross.
Guided

2 Problem-solving Two numbers added together make 10. Their difference is 2.

a Write down two equations using x and y to represent the two numbers.
Q2a hint
Equation 1: u + u = u Equation 2: u − u = u 2
10 y
b Find the x- and the y-intercepts of the graphs of both equations. x y x
c Draw graphs to solve the simultaneous equations.
Q2c hint Look at the x- and y-intercepts from part b to help you draw the coordinate grid.

107
Guided
3 Problem-solving At the theatre, the number of child tickets sold is x and the number of
adult tickets sold is y.
a Copy and complete this expression for the total number of tickets sold: u + u.
The total number sold is 40.
b Copy and complete this equation for the total number sold: u + u = u.
A child ticket costs £5 and an adult ticket costs £8.
c Copy and complete this expression for the amount of money taken for tickets: ux + uy.
The total amount of money taken for tickets is £290.
d Copy and complete the equation for the total amount of money taken for tickets:
ux + uy = u.
e Copy the coordinate grid.
y

40

35

30

25

20

15

10

0 60 x
5 10 15 20 25 30 35 40 45 50 55 Q3f hint Draw the graphs of
f Find the point of intersection of the graphs. the equations in parts b and d.

g Find x, the number of child tickets sold, and y, the number of adult tickets sold.

4 Problem-solving At a concert, the number of t-shirts

Q4 hint Use Q3 to help you.
sold is x, and the number of hoodies sold is y.
a The total number of t-shirts and hoodies sold is 14. Write an equation to represent this.
A t-shirt costs £7 and a hoodie costs £15.
b The total amount of money taken for sales of t-shirts and hoodies is £130. Write an
equation to represent this.
c Draw a coordinate grid with both axes from 0 to 25. Draw the graphs of the equations in
parts a and b.
d Using the point of intersection, find the number of t-shirts and the number of
hoodies sold.

Reflect Look back at Q2 in the section on solving problems. What clues are there in the
question that tell you that you need to solve a pair of simultaneous equations?

Unit 8 Graphs 108

 8.4 Graphs of quadratic functions
• Draw graphs with quadratic equations like y = x2
• Interpret graphs of quadratic functions

Graphs of quadratic equations

In a quadratic equation you will always see an x2 term. For example, these
are all quadratic equations:
y = x2 y = 2x2 y = x2 + 1
You will never see an x term with a higher power in a quadratic equation.
The graph of a quadratic equation is a curve called a parabola.
Guided

1 Work out each calculation for the equation y = x2. The first one has been done for you.
a x = −2: y = (−2)2 = −2 × −2 = 4
b x = −1: y = (−1)2 = u × u = u
c x = 0: y = (0)2 = u × u = u
d x = 1: y = (1)2 = u × u = u
Guided

2  or the equation y = x2, copy and complete the table of values.

a F
Q2a hint Use Q1 to help.
Some parts have been done for you.
x −3 −2 −1 0 1 2 3
y 2
(−3) = 9 (−2) = u
2
(u) = u
2
(u) = u
2
(u) = u
2 2
(2) = 4 (u) = u2

b Copy and complete these coordinate pairs from the table.

(−3, u), (−2, u), (−1, u), (0, u), (1, u), (2, u), (3, u)
c Copy the coordinate grid. On your grid, y
plot the points from part b. 10
9
Join the points with a smooth curve.
Q2c hint 8
Label the curve with its equation. 7
Shape of
graph is 6
5
4
d Is the graph symmetrical? If so, draw a coloured
3
dotted line to show the line of symmetry. 2
1

−4 −3 −2 −1O 1 2 3 4 x
−1
−2

109
Guided
3 Work out each calculation for the equation y = 2x2.
The first one has been done for you.
a x = −2: y = 2(−2)2 = 2 × −2 × −2 = 8
b x = −1: y = 2(−1)2 = 2 × u × u = u
c x = 0: y = 2(0)2 = u × u × u = u
d x = 1: y = 2(1)2 = u × u × u = u
Guided

4  opy and complete the table of values for the equation y = 2x2.
a C
Some parts have been done for you.
x −3 −2 −1 0 1 2 3
y 2(−3) = 18 2(−2) = u 2(u) = u
2 2 2
2(u) = u
2
2(u) = u
2 2
2(2) = 8 2(u)2 = u

b Copy and complete these coordinate pairs from the table.

(−3, u), (−2, u), (−1, u), (0, u), (1, u), (2, u), (3, u)
c Copy the coordinate grid. y
On your grid, plot the points from part b. 20
Join the points with a smooth curve. 18
Label the curve with its equation. 16
d Is the graph symmetrical? If so, draw a coloured 14
dotted line to show the line of symmetry. 12
10
8
6
4
2

−4 −3 −2 −1 O 1 2 3 4 x
−2
−4

5 Reasoning Write true or false for each statement.

a Graphs of quadratic equations are straight lines.
b Graphs of quadratic equations are symmetrical.
c Graphs of quadratic equations are parabolas.
d This is a graph of a quadratic function:
y
4

−2 O 2 x

Unit 8 Graphs 110

 Guided
6  opy and complete the table for the equation y = x2 + 1.
a C
Some parts have been done for you.
x −3 −2 −1 0 1 2 3
2 2 2
x 2 (−3) = 9 (−1) = 1 2 =4
+1 +1 +1 +1 +1 +1 +1 +1
y 9 + 1 = 10 1+1=2 4+1=u

b Write down the coordinate pairs from the table. Q6d hint
The first is (−3, 10). y
20
c Copy the coordinate grid in Q4.
18
On your grid, plot the coordinate points from part b. 16
Join the points with a smooth curve. 14
12
Label the curve with its equation.
10
d Using your graph, estimate the value of y when x is 4. 8
6
4
2

−4 −3 −2 −1O 1 2 3 4 x
−2
−4

Problem-solving using graphs of quadratic equations

1 Problem-solving The graph shows the path of a football after it has been kicked.
a What distance does the ball travel?
b Find the height when the ball has reached a distance of 30 m.
c What is the maximum (greatest) height the ball reaches?
d What distance has the ball travelled when it reaches its maximum height?
y
16

14

12

10
Height (m)

0
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 x
Distance (m)

Reflect Write a list of the new things you have learned this lesson. Compare your list
with a partner’s list.

111
8.5 More non-linear graphs
• Draw and interpret graphs showing inverse proportion
• Draw and interpret non-linear graphs

Drawing and interpreting non-linear graphs

A non-linear graph is a graph that is not a straight line.

1 Reasoning Which of these graphs are non-linear?

A B C D

2 a For this non-linear graph find

i the value of y when x is 5 ii the value of x when y = 2.
y
10
9
8
7
6
5
4
3
2
1

0 1 2 3 4 5 6 7 8 9 10 x

b For this non-linear graph find

i the value of x when y = 9 ii the value of y when x is 5.
y
10
9
8
7
6
5
4
3
2
1

0 1 2 3 4 5 6 7 8 9 10 11 12 x

Unit 8 Graphs 112

 Drawing and interpreting graphs showing inverse proportion
Guided

1 Here is the graph of an equation in the form y = k .

x
y
12
11
10
9
8
7
6
5
4
3
2
1

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 x

a Copy and complete the table of values by reading values from the graph.
x 1 2 3 4 6
Q1a hint When x = 2, find the value of y.
y 12 3 1

k
b Substitute x = 1 and y = 12 into the equation y = and work out the value of k.
x
u Q1c hint Use the value
c Copy and complete the equation of the graph: y =
x of k you found in part b.
d Substitute x = 4 and y = 3 into the equation to check your answer.
e Find the value of y when x = 24. Q1e hint Use the equation of the graph from part c.
Guided

2 The graph shows the time in hours it takes to paint a room as the number of painters changes.
a Copy the table of values and use the graph to complete it.
Time (hours) 1 2
Number of painters 1

Time taken to paint a room

5
Time (hours)

4
3
2
1

0
Q2b hint Substitute a pair
1 2 3 4 5
of values from your table
Number of painters
to work out k. Check your
k answer with a different pair
b The graph has the equation: time =
number of painters of values from your table.
Find the value of k.
c Find the number of painters needed to paint a room in half an hour.

113
Guided
3 Problem-solving The table shows the population of rabbits at different time intervals.
Time (months) 0 1 2 3 4
Number of rabbits 1 2 4 8 16 Rabbit population over time

a Look at the pattern for the number of rabbits. 35

How many rabbits will there be after 5 months?
b Copy and complete the coordinate pairs for the 30
time and the number of rabbits.
(0, 1), (1, u), (2, u), (3, u), (4, u), (5, u) 25

Number of rabbits
c Copy the coordinate grid, title and axis labels.
On your grid, plot the coordinate points 20
from part b.
Join the points with a smooth curve. 15
d Estimate the time it will take for there
to be 12 rabbits. 10

0 1 2 3 4 5
Time (months)

Q3c hint The graph

will have this shape

4 Problem-solving The graph shows the value of a car in £1000s over a period of time.
Value of a car
y
20
Value (thousands £)

15

10

0 1 2 3 4 5 x
Time (years) Q4a hint When the car was new,
time = 0. When time = 0, value = u.
a What was the value of the car when it was new?
Write your answer in thousands of pounds.
b Find the value after 1 year.
c How long did it take for the value to be £5000? Q4c hint When value = £5000, time = u years
d Use your answer to part a to work out how
long it took for the car to halve in value. Q4d hint When value = half of answer to
part a, time = u.

Reflect What types of equations and graphs have you learned about in this unit?
Draw an example for each type of equation and graph. Compare your examples with a partner’s.

Unit 8 Graphs 114

 Support 3 Unit 9 Core 3 Unit 9 Depth 3 Unit 9

9 Probability
9.1 Mutually exclusive events
• Identify mutually exclusive outcomes and events
• Work out the probabilities of mutually exclusive outcomes and events

Mutually exclusive outcomes and events

1 There are 2 grey cards and 5 white cards. Each card has a square or a circle.

a How many cards show a circle?

b How many cards show a square?
A card is picked at random. Write down the probability that the card
c has a circle
d has a square
e is grey Q1f hint Count the number of cards
that either have a circle or are white.
f has a circle or is a white card
g has a square and is a grey card. Q1g hint Count the number of cards
that have a square and are grey.
Guided

2 List the possible outcomes for each event

when rolling a normal 6-sided dice.

The first two have been done for you.

a Rolling a 5 b Rolling an even number c Rolling an odd number
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
d Rolling a multiple of 3 e Rolling a factor of 6 f Rolling a factor of 4
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

3 Look at your answers to Q2.

a Do rolling an even number and rolling an odd number have any outcomes in common?
b Reasoning Are rolling an even number
Q3b hint Two events are mutually exclusive
and rolling an odd number mutually
if they have no outcomes in common.
exclusive? Explain.

4 Look at your answers to Q2 again. Which of these events are mutually exclusive?
A Rolling an even number and rolling a factor of 6
B Rolling a multiple of 3 and rolling a factor of 4
C Rolling a 5 and rolling a factor of 6
115
 5 10 balls are placed in a bag. 5 balls are red, B
2 are yellow and 3 are blue. R Y
R
R B
Tina picks a ball at random. Y
R B
a Work out R

i P(R) ii P(Y) iii P(B) Q5ai hint P(R) means the

b Work out probability of picking red.

i P(R or Y) ii P(R or B) iii P(B or Y)

Q5bi hint P(R or Y)
c Reasoning Explain why the outcomes red, yellow and means the probability of
blue are mutually exclusive. picking red or yellow.
d Copy and complete.
i P(R or Y) = u, P(R) + P(Y) = u + u = u ii P(R or B) = u, P(R) + P(B) = u + u = u
iii P(B or Y) = u, P(B) + P(Y) = u + u = u
e Reasoning What do you notice about the probability of one event or another, when the
two events are mutually exclusive?

Probabilities of mutually exclusive outcomes and events

Guided

1 The table shows the probabilities that Traffic light Red Amber Green
a traffic light is red, amber or green. Probability 45% 7% 48%
a Work out the total of the percentages.
b Write each percentage as a decimal. The first one has been done for you.
i 45% = 0.45    ii 7% = u   iii 48% = u
c Work out the total of the decimals.

2 A different traffic light has these probabilities that the light is red, amber or green.
Copy and complete. Traffic light Red Amber Green
35% + 5% + u% = 100% Probability 35% 5% u%
40% + u% = 100%
P(G) = u%

3 A restaurant has 4 different dessert specials: apple pie, chocolate cake, ice cream, and
strawberries and cream. The probability that each one is on the menu is shown in the table.
Dessert Apple pie Chocolate cake Ice cream Strawberries and cream
Probability u% 0.45 0.25 0.15

a Add up the probabilities of chocolate cake, ice cream, and strawberries and cream.
b What is the probability that apple pie is on the menu?

Reflect Look at the spinner. 6

Use what you have learned about mutually exclusive events 5 R 1
B B
to explain why getting a red and getting an odd number are
Y R
not mutually exclusive events. 4 R 2
3

Unit 9 Probability 116

 9.2 Experimental and theoretical probability
• Calculate estimates of probability from experiments
• Decide whether a dice or spinner is unbiased

Probability from experiments

1 Jessica spins a spinner. She records the number it lands on in a frequency table.
Number 1 2 3 4 5
Tally

Frequency 19 25 20 14 22

a Work out the total number of spins.

b How many times does the spinner land on 1?
c What is the experimental probability of landing
Q1c hint Experimental probability =
on a 1?
number of times the spinner lands on 1
d How many times does the spinner land on 5? total number of spins
e What is the probability of landing on a 5?
f Which outcome is the most likely? Q1f hint Which number does the
g Which outcome is the least likely? spinner land on most often?
Guided

2 Predict how many times the same spinner would land on the number 3 if Jessica spins it
a 200 times
spins
spins number 3
spins number
number 33
100
100 20
20
100 20
×
× ×
×
× ×
200
200
200
b 500 times
spins
spins number 3
spins number
number 3
3
100
100 20
20
100 20
×
× ×
×
× ×
500
500
500
c 1000 times.
spins
spins number 3
spins number
number 3
3
100
100 20
20
100 20
×
× ×
×
× ×
1000
1000
1000

117
Guided
3 Jessica continues to spin the spinner. Write down how many times she should expect to
spin it so that it lands on the number 2
a 50 times
spins
spins number 2
spins number
number 2 2
100
100 25
25
100 25
×
× ×
×
× ×
50
50
50
b 100 times
spins
spins number 2
spins number
number 2
2
100
100 25
25
100 25
×
× ×
×
× ×
100
100
100
c 250 times.
spins
spins number 2
spins number
number 2
2
100
100 25
25
100 25
×
× ×
×
× ×
250
250
250
Guided

4 a What is the probability of the spinner landing on red?

R
b What is the probability of the spinner landing on blue? B R
c Reasoning Robert says there are two colours on the spinner, R R
so it is equally likely to land on red or blue. R B
B
Explain why Robert is wrong.
Guided

5 Here are three spinners.

Spinner A Spinner B Spinner C

R Y P
B B G G P O

R R Y P
R G P

a Copy and complete for spinner A.

i Spinner A has u red sections and u blue sections.
ii The probability of spinner A landing on red is u and on blue is u.
iii Landing on red and landing on blue are / are not equally likely.
b Problem-solving Freya wants to make it equally likely that spinner B will land on green
or yellow. What colour should she choose for the final section?
c Problem-solving Jose wants to make it 5 times more likely that spinner C will land on
purple than orange. What colour should he choose for the final section?

Unit 9 Probability 118

 Comparing experimental and theoretical probabilities
Guided

1 Lewis spins this spinner 100 times and records the results in a table.
Score Frequency Experimental probability Theoretical probability
1 28 0.28
4 1
2 21
3 2
3 23
4 28

a Write down the experimental probability of the spinner landing on

i 1 28 = 0.28    ii 2   iii 3   iv 4
100
Give your answer as a decimal. The first one has been done for you.
b Copy the table and complete the experimental probability column.
c Write down the theoretical probability of the spinner landing on
i 1 1= u   ii 2   iii 3   iv 4
4
Give your answer as a decimal. The first one has been started for you.
d Complete the theoretical probability column.

2 The table shows the numbers of heads recorded when Ana flipped 3 different coins
100 times each.
Coin A B C
Number of heads 45 56 23
Experimental probability
Theoretical probability

a Copy the table. Work out the experimental probability of landing on heads for each coin.
b What is the theoretical probability of an unbiased coin landing on heads?
c How many heads would you expect if an unbiased coin were flipped 100 times?
d Which coins have experimental probability close to the theoretical probability?
e Which coins have their number of heads close to
the expected number of heads? Q2f hint A coin is unbiased if
the theoretical probability is close
f Reasoning Which coin might be biased?
to the experimental probability.
Explain your answer.

3 Problem-solving / Reasoning Simon spins 3 different spinners 100 times each. The
number of times they land on red is recorded in the table.
Spinner A Spinner B Spinner C

B R B R Spinner
B R
B R
Number of times
B R B R 46 52 63
B R landed on red
R B R B R R
  
Which results do you think come from which spinner?

Reflect In Q3 above, can you be certain which spinner gave which result?
Discuss your answers with a partner.
119
 9.3 Sample space diagrams
• List all the possible outcomes of one or two events in a
sample space diagram
• Decide if a game is fair

Drawing sample space diagrams

1 Write all the possible outcomes when
a a coin is flipped B R
b a 6-sided dice is rolled
G Y
c this spinner is spun.
Guided

2 These two spinners are spun at the same time. Spinner A Spinner B

R B Y P

a Copy and complete this list of possible outcomes. Spinner A Spinner B

b How many different outcomes are there? red yellow
c How many outcomes are red on spinner A and purple on red u
spinner B? blue u
d Work out the probability of getting red on spinner A and
blue purple
purple on spinner B.
Guided

3 Sean rolls two fair 6-sided dice. He records whether

the number rolled on each dice is even or odd.
a Copy and complete this list of possible outcomes.
Blue dice Red dice Outcome
even even E, E
even u E, u
odd u O, u
odd u u, u
b How many outcomes give one even number and one odd number?
c What is the probability of getting one even number and one odd number when two dice
are rolled?
Guided

4 Copy the sample space diagram and use your answers Even E, E O,
Blue dice

to Q3 to complete it to show all possible outcomes.

Odd E, ,

Even Odd
Red dice

Unit 9 Probability 120

 Guided
5 Josie flips a coin and spins a spinner.
a Copy and complete the table to show all the possible
3 1
outcomes. Some parts have been done for you.
2
Spinner Coin
1 H
u H
u H
1 T
u u
u u
b Copy and complete the sample space diagram
showing all the possible outcomes. Heads 1, H 2, 3,

Coin
Tails ,T , ,

1 2 3
Spinner

Probability from a sample space diagram

1 The sample space diagram shows the possible outcomes
when a coin is flipped and a dice is rolled. Heads E, H O,

a What is the total number of possible outcomes? Coin

Tails , ,
b How many outcomes have Tails, T?
c What is the probability of getting Tails? Even Odd
d How many outcomes have Even and Heads? Dice

e What is the probability of getting Even number of tails

Q1c hint P(T) =
and Heads? total number of outcomes
Guided

2 These dominoes are placed face down.

Candice picks one domino from each set.
She writes down the total number of spots on both dominoes.
Set A Set B

5 6+5=
a Copy and complete the sample space diagram
showing the total for each outcome.
b What is the total number of possible outcomes?
Red

4
c How many outcomes have a total score of 3?
d What is the probability of getting a total score of 3?
e How many outcomes have a total score of an even
number? 1 2+1= 3+1=

f What is the probability of getting a total score that

is even? 2 3 6
Blue

121
 Deciding if a game is fair
Guided

1 Some friends roll two 4-sided dice together 100 times and add their scores.

1 2 3 4
a Copy and complete the sample space diagram showing the total for each outcome.
Some have been started for you.

4 2+4=

3 4+3=
Red

1 1+1= 2+1=

1 2 3 4
Blue

b Work out
i P(even) ii P(odd).
Louis and Ryan play a game where Louis wins if the total is even and Ryan wins if the total
is odd.
c Which person is more likely to win this game: Louis or Ryan?
d Reasoning Is this game fair? Explain.
Q1d hint A game is ‘fair’ if all players
e Work out have the same probability of winning.
i P(multiple of 5)
ii P(not a multiple of 5).
Ruth and Virat play a game where Ruth wins if the total is a multiple of 5 and Virat wins if
the total is not a multiple of 5.
f Reasoning Is this a fair game? Explain.

Reflect Look back at the section ‘Drawing sample space diagrams’. In Q5 you listed
all the outcomes and then drew a sample space diagram. In later questions you drew the
sample space diagram without listing the outcomes first. Which method do you think is more
useful? Explain.

Unit 9 Probability 122

 9.4 Two-way tables
• Show all the possible outcomes of two events in a two-way table
• Calculate probabilities from two-way tables

Reading a two-way table

Guided

1 Spinner A and Spinner B are both spun 100 times. The results are shown in a two-way table.
Spinner B
Blue Red Total
Green 30 24 30 + 24 = u
Spinner A Yellow 22 24 22 + 24 = u
Total 30 + 22 = u 24 + 24 = u 100

a Copy and complete the table by working out the totals.

b How many times did spinner A land on green?
c How many times did spinner B land on red?
d How many times did spinner A land on yellow and spinner B land on blue?
e Which combination of colours occurred 30 times?

Calculating probabilities from a two-way table

1 The table shows some information about a group of 14-year-old students.
Year group
Year 9 Year 10 Total
Right 61 29 90
Dominant
Left 4 6 10
hand
Total 65 35 100

a How many students are there in total?

b How many students are right-handed?
c A student is picked at random. What is the probability that the student is right-handed?
d How many students are in Year 9?
e A student is picked at random. What is the probability that the student is in Year 9?
f How many students are in Year 9 and are left-handed?
g A student is picked at random. What is the probability that the student is a Year 9 student
who is left-handed?
h How many left-handed Year 10 students are there? Q1h hint ’Left-handed Year 10’
i A student is picked at random. What is the probability means the student is in Year 10
that the student is a Year 10 student who is left-handed? and is left-handed.

123
2 The table shows some information about Year 7, 8 and 9 students and whether or not they
eat breakfast.

Do you eat breakfast?

Yes No Total
Year 7 53 19
Year 8 39 24
Year group
Year 9 34 31
Total

a Copy and complete the two-way table by working out the totals.
b How many students are there in Year 8?
c How many Year 8 students do not eat breakfast?
A student is picked at random from Year 8.
d Work out the probability that a student picked at random from Year 8 does not eat breakfast.
e How many students eat breakfast?
f How many students who eat breakfast are in Year 7?
A student who eats breakfast is picked at random.
g What is the probability that this student is in Year 7?

3 Macy spins these two spinners at the same time.

Spinner A Spinner B

B
R

R B

a Copy and complete the two-way table by filling in the totals.

Spinner B
Red Blue Total
Red 14 26
Spinner A Blue 3 7
Total 50

b How many times did Macy spin the spinners?

c How many times did both spinners land on red?
d What is the experimental probability that both spinners land on red?
e How many times did one spinner land on
Q3e hint This can happen in two different ways.
red and the other spinner land on blue?
f What is the experimental probability of one spinner landing on red and the other on blue?
g What is the experimental probability that both spinners land on blue?

Unit 9 Probability 124

 4 Dimitri asks 20 students in Year 9 whether they have read a book and/or seen a film in the
last month.
Book
Yes No Total
Yes 2 9
Film No 3 6
Total 20

a Copy and complete the two-way table by working out the totals.
b Work out the probability that a student picked at random has
i seen a film
ii not seen a film.
c Reasoning A student is picked at random. Is it more likely
that this student has seen a film or has not seen a film? Explain.
d How many students have not read a book and not seen a film?
e There are 200 students in Year 9.
Q4e hint
Estimate how many students have not
Not read
read a book and have not seen a film. book and
not seen
film People
6 20
× ×
200

Reflect Becca says the hardest part of two-way tables is understanding the question.
Oleg says the hardest part is working out the probabilities.
Who do you agree with? Explain your answer to a partner.

125
 9.5 Venn diagrams
• Draw Venn diagrams
• Calculate probabilities from Venn diagrams

Reading a Venn diagram

Guided

1 Reasoning The Venn diagram shows two events when a 6-sided dice is rolled:
prime numbers and multiples of 2.
prime numbers multiples of 2

3 4
2
6
5
1
Q1a hint
a Copy and complete.
prime numbers multiples of 2
The prime numbers in the diagram are u, u and u.
The multiples of 2 in the diagram are u, u and u. 3 4

b Why is 2 placed where the circles overlap? 2

6
5
c Explain why the two events are not mutually exclusive.
1
d Why is 1 outside the circles?

Probability from a Venn diagram

1 The Venn diagram shows two events when a 6-sided dice is rolled: even numbers and
numbers greater than 3.
even numbers numbers greater than 3

4 5
2
6

1 3

a How many numbers are in the diagram?

b How many even numbers are in the diagram?
Q2d hint
c What is the probability of rolling an even numbers numbers greater than 3
even number?
4 5
d What is the probability of rolling an 2
6
even number or a number greater than 3? 3
1
e How many even numbers are also
greater than 3?
Q2e hint
f What is the probability of rolling an even even numbers numbers greater than 3
number that is also greater than 3?
4 5
2
6

1 3

Unit 9 Probability 126

 Drawing Venn diagrams and calculating probabilities
Guided

1 The Venn diagram shows the number of students who own a dog, own a cat, own both or
own neither.
own a dog own a cat own a cat
and a dog

own neither a cat

9 3 14
nor a dog

4 own a cat but

not a dog

own a cat own a dog but

and a dog not a cat

a Copy the diagram and add the labels. The first one has been done for you.
b Copy and complete.
i There are 9 + 3 + u + u = u students in the Venn diagram.
ii u students own a cat but not a dog. iii u students own a cat.
iv u students own a cat and a dog. v u students own neither a cat nor a dog.
c Write down the probability that a student picked at random
Q1c hint Use your
i owns a cat but not a dog ii owns a cat answers to part b.
iii owns a cat and a dog iv owns neither a cat nor a dog.

2 In a class of 25 students, 12 students have a sister, 11 students have a brother and

5 students have both a sister and a brother.
Q2a hint
a How many people have only a sister?
sister brother
b How many people have only a brother?
c How many people have neither a sister nor a brother?
5
d Copy and complete the Venn diagram.
sister brother
only a 12 students have a sister,
only a brother
so u + 5 = 12.
sister
11 students have a brother,
neither a sister so u + 5 = 11.
nor a brother

a sister and Q2c hint There are 25 people in

a brother the class in total, so the numbers
in the diagram must total 25.
e Write down the probability that a student picked at random
i only has a sister
ii has a sister and a brother
iii only has a sister or only has a brother.

Reflect Look back at your answers to Q2 above. Write down steps for the order in which
to draw and complete a Venn diagram.

127
 Support 3 Unit 10 Core 3 Unit 10 Depth 3 Unit 10

10 Comparing shapes
10.1 Congruent and similar shapes
• Use congruent shapes to solve problems about triangles
and other polygons
• Work out whether shapes are similar, congruent or neither

Congruent and similar shapes

1 Write down the letter of the rectangle that is
a the same size as rectangle A
b an enlargement of rectangle A.

A B Q1a hint You can trace rectangle A.

D
C Then rotate the tracing paper and lay it over
rectangles B, C and D to help you decide.

2 Write down the letters of the pairs of rectangles in Q1 that are

a congruent Q2a hint Two shapes are congruent if they are exactly the same shape and size.
b similar.
Q2b hint Two shapes are similar if one is an enlargement of the other.
Guided

3 Follow these steps to find out whether triangles ABC and DEF are similar.
a On squared paper, use a ruler to draw E 9 cm D
triangle DEF in the same orientation as triangle
ABC. Use DE as the base of the triangle.
C
b Label the vertices of the new triangle
correctly with the letters DEF. 5 cm
4 cm 12 cm
c Label the side lengths of the new triangle.
15 cm
d Side AB corresponds to side DE. A 3 cm B
Write down the side that corresponds to side
i AC ii BC
e Work out the ratio between corresponding
sides. Copy and complete the calculations. F

Length of side DE ÷ length of side AB = 9 ÷ u = u.

Length of side DF ÷ length of side u = 12 ÷ u = u.
Length of side EF ÷ length of side u = u ÷ u = u. Q3f hint Shapes are similar when
the ratio between the lengths of
f Reasoning Are triangles ABC and DEF similar?
corresponding sides is constant.
Explain how you know.
Unit 10 Comparing shapes 128
 4 Reasoning For each pair of shapes, decide whether they are
• congruent • similar • neither.
Explain how you know.
a A 2 cm B E 2 cm F
Q4 hint You can use tracing paper
and the steps in Q3 to help you.
1 cm

D C

4 cm

H G

b A

21 cm 21 cm 7 cm 7 cm

E 3 cm F

C 15 cm B

c
5 cm 5 cm

1 cm
1 cm
1 cm
1 cm
5 cm 5 cm 1 cm

5 cm

d 6 cm

1.5 cm

1.5 cm 6 cm

129
Using congruent shapes to solve problems
1 These two triangles are congruent.

67° 13 cm
5 cm
12 cm

Q1b hint Congruent shapes are exactly

a Copy the triangles. the same shape and size.
b Mark on the lengths of all the sides.
c Mark on the size of each angle in both triangles. Q1c hint Angles in a triangle sum to 180°.

2 a T
 riangles are congruent if all three sides are equal (Side, Side, Side, or SSS).
Which of these triangles are congruent because of SSS?
7 cm

5 cm
B
A 4 cm 5 cm
8 cm
7 cm

7 cm

C 5 cm

4 cm

b Triangles are congruent if two sides and the angle between them are equal
(Side, Angle, Side, or SAS).
Which of these triangles are congruent because of SAS?

45°

8 cm
8 cm 10 cm
A
45° B

10 cm

8 cm
C
45°
10 cm

Unit 10 Comparing shapes 130

 c Triangles are congruent if two angles and the side between them are equal
(Angle, Side, Angle, or ASA).
Which of these triangles are congruent because of ASA?

12 cm 30°
30°
B
30° A
12 cm C
35°
12 cm 35°

35°

d Triangles are congruent if two angles and a non-included side are equal
(Angle, Angle, Side, or AAS).
Which of these triangles are congruent because of AAS?
10 cm
10 cm 65° 50°
50°
B 65°
A C
65°

50° 10 cm

3 Reasoning Adaku says, ‘These two triangles are congruent because they both have one
side measuring 10 cm and one angle of 90°’.
Explain why Adaku is wrong.
10 cm

10 cm
Q3 hint Look carefully at the
sides labelled 10 cm in each
triangle. Are they in the same
position on each triangle?

4 Reasoning
a Use a ruler to draw a square with side length 5 cm.
b Use a ruler to draw another square. Choose your own side length.
c Are your two squares similar?
d Are all squares similar? Explain your answer.

Reflect The words congruent and similar have different meanings.

Write a sentence describing what each word means in maths. Use diagrams to illustrate
your descriptions.

131
 10.2 Ratios in triangles
• Solve problems involving similar triangles

Sides in similar triangles

Guided

1 Two triangles ABC and DEF are similar.

F

15 cm

9 cm
C

5 cm
3 cm

A 4 cm B D 12 cm E

a Copy and complete.

Side AB corresponds to side DE.
Side AC corresponds to side u.
Side u corresponds to side EF.
b i Side AB : side DE = 4 : u
4 : 12
÷4 ÷4
1 : 3
ii Side AC : side u = u : u
:
÷3 ÷3 Q1bii hint Which side does AC correspond to?
:
iii Side u : side EF = u : u = u
:
÷ ÷ Q1biii hint Which side does EF correspond to?
:
c What do you notice about all the ratios in parts i, ii and iii?
d Copy and complete the statement using the words in the cloud.
If two triangles are _________ the _________ of the lengths of
corresponding sides are _________ . ratios
equal
similar

Unit 10 Comparing shapes 132

 Guided
2 Triangles ABC and DEF are similar.
A

12 cm

D
6 cm
8 cm

5 cm E
C

a Work out the ratio of side AB : side DE.

Q2a, b hint Follow the steps in Q1a and b.
b Simplify the ratio.
c Copy and complete the calculations to work out the length of side AC.
Side AC : side DF
2:1
× ×
cm : 5 cm
d Copy and complete the calculations to work out the length of side EF.
Side BC : side EF
2:1
× ×
8 cm : cm

3 Reasoning May says, ‘Triangle XYZ and triangle LMN are similar because all the sides of
triangle LMN are 2 cm longer than those in triangle XYZ’.
L

X 9 cm
6 cm
4 cm 7 cm

Z 10 cm Y N 12 cm M

a Work out the ratio of the lengths of sides

i XY to LM ii XZ to LN iii ZY to NM.
b Simplify the ratios in part a if possible.
c Are all the ratios the same?
d Explain why May is wrong.

133
 Angles in similar triangles
Guided

1 a Use a protractor to measure the angles in the two triangles in Q1 on page 132.
b What do you notice about corresponding angles?
c Use a protractor to measure the angles in the two triangles in Q2 on page 133.
d What do you notice about corresponding angles?
e Copy and complete.
In similar triangles, corresponding angles are _________.

2 Reasoning Explain why none of these pairs Q2 hint Are corresponding

of triangles are similar. angles equal? Is the ratio between
a corresponding side lengths the same?

4 cm

2 cm
50° 25°
9 cm 4.5 cm

12 cm

22 cm
5 cm

15 cm

60°
30°

80°

60°

Reflect Write the steps you would use to decide whether two triangles are similar.

Unit 10 Comparing shapes 134

 10.3 The tangent ratio
• Use conventions for naming the sides of a right-angled triangle
• Work out the tangent ratio of any angle
• Use the tangent ratio to work out an unknown side of a
right‑angled triangle

Naming the sides of a right-angled triangle

Guided

1 Which side is opposite angle θ? Q1 hint Imagine the angle is an ‘eye’. Which side is it looking at?
a b F

C θ
G
θ

θ
B A
I
D E

c G H
θ

I
Guided

2 Which side is adjacent to angle θ and the right angle? Q2 hint Adjacent means ‘next to’.
a b F

C θ
G
θ

θ
B A
I
D E

c G H
θ

135
 Using the tangent ratio
1 a Find the tan key on your calculator.
b Type in ‘tan 45°’ and press the ‘=’ key.
c Write down your answer.
d Repeat steps b–c to find
i tan 15° ii tan 30°
iii tan 60° iv tan 0°
Round your answers to 1 decimal place, when necessary.

You use the tangent ratio to find the length of either the opposite side or the
adjacent side in a right-angled triangle. Equivalent ratios between the opposite and adjacent
sides always give the same angle.
Guided

2 Work out the length of the opposite side of the triangle. Follow the steps below.

20°
8 cm
opposite
a Copy the tangent ratio: tan θ =
adjacent
b Write down the values you know.
θ=u
opposite = y
adjacent = u cm
c Rewrite the tangent ratio, filling in any values you know:
y
tan u° =
u
d Rearrange the tangent ratio to give y = u. Q2d hint y = u × tan 20°
e Use your calculator to work out the value of y.
Round your answer to 1 decimal place. Q2e hint Look at the diagram to
check your answer makes sense.
Will y be more or less than 8 cm?

Unit 10 Comparing shapes 136

 3 Follow the steps in Q2 to work out y in each triangle. Q3 hint y is the opposite
Round your answers to 1 decimal place. side in each triangle.

a b y

12 cm
30°
6 cm 25°
15 cm
45°

25°
15 cm

Work out the length of the adjacent side.

10 cm

30°
y

tan θ = opposite Write down the tangent ratio.

adjacent
θ = 30°
opposite = 10 Write down the values you know.
adjacent = y
tan 30° = 10 Rewrite the tangent ratio, filling in any values you know.
y
y × tan 30° = 10 Multiply both sides by y.

y= 10
tan 30° Divide both sides by tan 30° to give y = u

Use your calculator to work out the value of y.

y = 17.3205... = 17.3 cm
Round your answer to 1 decimal place.

137
 4 Work out y in each triangle. Round your answers to Q4 hint y is the adjacent
1 decimal place. side in each triangle.
a b 12 cm

6 cm

y
30°
y 25°
y
45°

m
c

15 cm

25°
y

5 Problem-solving Match the correct tangent ratio from the box to triangles A and B.
Show your working.
x
tan 30° =
3
3
tan 30° =
x

3 cm x
A B

30° 30°
x 3 cm

x
B

30°
3 cm

Reflect Draw a right-angled triangle. Mark the right angle. Label one other angle θ.
Label the opposite and adjacent sides. Now write down the relationship between tan θ and
the opposite and adjacent sides.

Unit 10 Comparing shapes 138

 10.4 The sine ratio
• Work out the sine ratio of any angle
• Use the sine ratio to work out an unknown side of a
right‑angled triangle

Finding the hypotenuse of a right-angled triangle

1 Which side is the hypotenuse? Q1 hint The hypotenuse is the longest side.
a
C b F E H G
θ θ

θ
B A I

E c H G
θ

2 Copy and complete these statements using the words in the cloud.
D a The hypotenuse is the _________ . It is opposite the _________ . longest side
b The opposite side to angle θ is opposite the _________ . next to
c The adjacent side to angle θ is _________ θ and the _________ . right angle
angle θ
Using the sine ratio
1 a Find the sin key on your calculator.
b Type in ‘sin 30°’ and press the ‘=’ key.
c Write down your answer.
d Repeat steps b–c to find
i sin 15° ii sin 45° iii sin 60°
iv sin 90° v sin 0°
Round your answers to 1 decimal place, when necessary.

You use the sine ratio to find the length of either the opposite side or the
hypotenuse in a right-angled triangle. Equivalent ratios between the opposite side and
hypotenuse always give the same angle.

139
Guided
2 Work out the length of the opposite side of the triangle. Follow the steps below.
C

9 cm
y

30°
A
B
opposite
a Write down the sine ratio: sin θ =
hypotenuse
b Write down the values you know.
θ = u°
opposite = y
hypotenuse = u
y
c Rewrite the sine ratio, filling in any values you know: sin u° =
u
d Rearrange the sine ratio to give y = u. Q2d hint
e Use your calculator to work out the value of y. y = u × sin 30°
Round your answer to 1 decimal place.

3 Follow the steps in Q2 to work out the value of y in each triangle. Q3 hint y is the opposite
Round your answers to 1 decimal place. side in each triangle.
a b y c

35°
10 cm
y
12 cm 5 cm
60°
45°

Work out the length of the hypotenuse.

y
7 cm

30°

sin θ = opposite Write down the sine ratio.

hypotenuse
θ = 30°
opposite = 7
hypotenuse = y Write down the values you know.

sin 30° = 7 Rewrite the sine ratio, filling in any values you know.
y
y × sin 30° = 7 Rearrange the sine ratio to give y = u. First multiply both sides by y.

y= 7
Divide both sides by sin 30°.
sin 30°
y = 14 cm Use your calculator to work out the length of y.

Unit 10 Comparing shapes 140

 4 Work out the value of y in each triangle. Q4 hint y is the hypotenuse
Round your answers to 1 decimal place. in each triangle.
a b

33°

3 cm
y
y y
11 cm

55°
4 cm
c

33° 27°

4 cm

5 Problem-solving Would you use the sine ratio or the tangent Q5 hint Which sides
ratio to work out the value of y in each of these triangles? do you know – opposite,
Write the correct ratio, filling in any values you know. adjacent or hypotenuse?

10 cm
y y

A B

62° 62°
11 cm

Reflect What is the same and what is different when using the tangent ratio and the
sine ratio?

141
 10.5 The cosine ratio
• Work out the cosine ratio of any angle
• Use the cosine ratio to work out an unknown side of a
right‑angled triangle

Using the cosine ratio

1 a Find the cos key on your calculator.
b Type in ‘cos 60°’ and press the ‘=’ key.
c Write down your answer.
d Repeat steps b–c to find
i cos 15° ii cos 30° iii cos 45°
iv cos 90° v cos 0°
Round your answers to 1 decimal place, when necessary.

You use the cosine ratio to find the length of either the adjacent side or
the hypotenuse in a right-angled triangle. Equivalent ratios between the adjacent side and
hypotenuse always give the same angle.
Guided

2 Work out the length of the adjacent side of the triangle. Follow the steps below.

10 cm

30°
y
adjacent
a Write down the cosine ratio: cos θ =
hypotenuse
b Write down the values you know.
θ = u°
adjacent = y
hypotenuse = u
y
c Rewrite the cosine ratio, filling in any values you know: cos u° =
u
d Rearrange the cosine ratio to give y = u. Q2d hint
e Use your calculator to work out the value of y. y = u × cos 30°
Round your answer to 1 decimal place.

Unit 10 Comparing shapes 142

 3 Follow the steps in Q2 to work out y in each triangle. Q3 hint y is the adjacent
Round your answers to 1 decimal place. side in each triangle.

a b c

12 cm 12 cm
y 8 cm

45° 20° 40°

y y

Work out the length of the hypotenuse.

35°
5 cm

cos θ = adjacent Write down the cosine ratio.

hypotenuse
θ = 35°
adjacent = 5
hypotenuse = y Write down the values you know.

cos 35° = 5 Rewrite the cosine ratio, filling in any values you know.
y
y × cos 35° = 5 Rearrange the cosine ratio to give y = u. First multiply both sides by y.

y= 5
Divide both sides by cos 35°.
cos 35°
y = 6.1038... = 6.1 cm Use a calculator to work out y. Round the answer to 1 decimal place.

4 Work out y in each triangle. Round your answers Q4 hint y is the hypotenuse
to 1 decimal place. in each triangle.

a b c 18 cm
55°

5 cm y
30° y
10 cm
35°

143
5 Problem-solving Would you use the sine ratio or
Q5 hint Which sides do you know
cosine ratio to find the value of y in these triangles?
– opposite, adjacent or hypotenuse?
Write the correct ratio, filling in any values you know.

y y
12 cm
A B

50° 50°
18 cm

6 Reasoning Antony is working out the value of y in this right-angled triangle.

7 cm
y

48°

Here is his working.

θ = 48°
adjacent = y
hypotenuse = 7
adjacent
cos θ =
hypotenuse
What mistake has Antony made?

Reflect Copy and complete the three trigonometric ratios.

tan θ =          sin θ = u         cos θ = u
u
u u u
Draw a triangle to show when you would use the cosine ratio.

Unit 10 Comparing shapes 144

 10.6 Using trigonometry to find angles
• Use the trigonometric ratios to work out an unknown angle
in a right-angled triangle

The inverse tangent function

Guided

1 a Find and press the tan−1 function on your calculator.

Q1a hint The tan−1 function
b Type in the number 1 and press the ‘=’ key. is the inverse of tan. It is
c Copy and complete: tan−1(1) = u usually found by pressing

d Repeat steps b–c to find SHIFT and then tan .

i tan−1(2) ii tan−1(3) iii tan−1(0.5)
iv tan−1(3.5) v tan−1(5.2)
Round your answers to 1 decimal place.
Guided

2 The lengths of the sides opposite and adjacent to the angle θ are given in the triangle.

4 cm

θ
3 cm

Follow these steps to work out the size of θ.

a Write down the values you know.
adjacent = u cm Q2b hint Use the tangent ratio
opposite = u cm because you know the lengths of
opposite
b Write down the tangent ratio: tan θ = the opposite and adjacent sides.
adjacent
c Rewrite the tangent ratio, filling in any values you know: tan θ = u
u
d Work out θ by using the ‘tan−1’ function on your calculator.
Round your answer to 1 decimal place.
Q2d hint tan−1 4 (3)
3 Follow the steps in Q2 to work out the size of θ in each triangle. Q3c hint Make sure you
Round your answers to 1 decimal place. correctly identify which side
a b c is the opposite and which is
the adjacent.

θ
6 cm 15 cm
2 cm

θ θ
7 cm 9 cm 4 cm

145
 The inverse sine function
Guided

1 a Find and press the sin−1 function on your calculator.

Q1a hint The sin-1 function
b Type in the number 0.5 and press the ‘=’ key. is the inverse of sin. It is
c Copy and complete: sin−1(0.5) = u usually found by pressing

d Repeat steps b–c to find SHIFT and then sin .

i sin−1(0.8) ii sin−1(0.2)
iii sin−1(0.25) iv sin−1(0.99)
v sin−1(0.7)
Round your answers to 1 decimal place.
Guided

2 The lengths of the hypotenuse and the side opposite the angle θ are given in the triangle.

12 cm 13 cm

Follow the steps to work out the size of θ.

a Write down the values you know.
opposite = u cm
Q2b hint Use the sine ratio
hypotenuse = u cm
because you know the lengths of the
opposite
b Write down the sine ratio: sin θ = hypotenuse and the opposite side.
hypotenuse
c Rewrite the sine ratio, filling in any values you know: sin θ = u
u
d Work out θ by using the ‘sin−1’ function on your calculator.
Round your answer to 1 decimal place. (13)
Q2d hint θ = sin−1 12

3 Follow the steps in Q2 to work out the Q3 hint Make sure you correctly identify which
size of angle θ in each triangle. side is the opposite and which is the hypotenuse.
Round your answers to 1 decimal place.
a b c
θ

8 cm 12 cm
5 cm 6 cm 1.5 cm
4 cm

θ θ

Unit 10 Comparing shapes 146

 The inverse cosine function
Guided

1 a Find and press the cos−1 function on your calculator.

Q1a hint The cos−1 function
b Type in the number 0.5 and press the ‘=’ key. is the inverse of cos. It is
c Copy and complete: cos−1(0.5) = u usually found by pressing

d Repeat steps b–c to find SHIFT and then cos .

i cos−1(0.8) ii cos−1(0.2) iii cos−1(0.25)
iv cos−1(0.99) v cos−1(0.7)
Round your answers to 1 decimal place.
Guided

2 The lengths of the hypotenuse and the side adjacent to the angle θ are given in the triangle.

14 cm

θ
9 cm
Follow the steps to work out the size of θ.
a Write down the values you know.
Q2b hint Use the cosine ratio
adjacent = u cm
because you know the lengths of the
hypotenuse = u cm
adjacent hypotenuse and the adjacent side.
b Write down the cosine ratio: cos θ =
hypotenuse
c Rewrite the cosine ratio, filling in any values you know: cos θ = u
u
d Work out θ by using the ‘cos−1’ function on a calculator.
Round your answer to 1 decimal place. Q2d hint θ = cos−1 9
14 ( )
3 Follow the steps in Q2 to work out the size of angle θ in each triangle.
Round your answers to 1 decimal place.
a b c

2 cm
θ
11 cm
7 cm

3 cm

θ θ
3 cm 4 cm

Reflect Write a list of the new mathematical vocabulary you have used in this lesson.
Make sure you spell the words correctly. Write down what they mean.

147
Answers Positive and negative powers of 10
1 a

Hundred thousands

Ten thousands

Thousands

Hundreds
Millions
UNIT 1 Indices and standard form

Ones
Tens
1 1 1

.
10 100 1000
1.1 Indices
Priority of operations including negative numbers and powers
1 a 4 b −8 c 16 d −32
2 a True b True c True d True 106 1 0 0 0 0 0 0 . 0 0 0
e False f True g False h True 105 1 0 0 0 0 0 . 0 0 0
3 a 5 b 5 c 3 d −3 104 1 0 0 0 0 . 0 0 0
e 21 f 10 g 19
103 1 0 0 0 . 0 0 0
4 No – one gives 5, the other gives −3.
102 1 0 0 . 0 0 0
Using the index laws to simplify expressions
101 1 0 . 0 0 0
1 a 2×2×2 b 2×2×2×2
100 1 . 0 0 0
c 27
10−1 0 . 1 0 0
2 a 34 b 35 c 36
d 37 e 38 10−2 0 . 0 1 0
f The final power is the sum of the powers being multiplied. 10−3 0 . 0 0 1
3 a 510 b 515 c 54 d 58
4 a 32 b 32 c 32 b larger than, smaller than, equal to
1
1.2 Calculations and estimates c i 10
Estimating powers and roots 1
ii 100, 100
1 a 1 b 2 c 3
d −1 e −2 f −27 1
iii 1000, 1000
2 a 9 b 9 c 10 d 10
1
3 a 4 b 3 c 6 d 11 iv 10 000, 10 000
4 a i 2 ii 3 iii 1
d i 0.1 ii 0.01
iv 5 v 5 vi 2
iii 0.001 iv 0.0001
b −1, −8, −27, −64, −125
c i −2 ii −3 iii −1 1.4 Standard form
iv −5 v −5 vi −2 Multiplying by positive and negative powers of 10
Estimating calculations 1 a 2  0
1 a 15 b 10 c 49 200
d 50 e 11 f −9 2000
2 a £34 (rounding £8.45 to £8) or £35 (rounding £8.45 to £8.50) 20 000
b If you rounded £8.45 to £8 it will be less. 200 000
If you rounded £8.45 to £8.50 it will be more. b 3 × 10
3 × 102
1.3 More indices
3 × 103
More indices 3 × 104
1 a 34 b 36 c 38 3 × 105
2 a 26 b 28 c 210 d 212 2 a 0.4 b 0.04 c 0.004
3 a i 23 ii 24 iii 25 d 0.5 e 0.05 f 0.005
b i 26 ii 28 iii 210 3 a Yes b Yes
iv 29 v 212 vi 215 Standard form
4 a i 32 ii 33 iii 34
1 a 2 × 103 b 6 × 104
b i 36 ii 39 iii 312
c 9 × 102 d 8 × 104
2 She has written 12 instead of 1.2. The number must be
between 1 and 10.
3 a B: 3.4 × 105 b A: 1.23 × 103
c B: 1.5 × 102 d C 1.4 × 107
4 2 × 10−2
2 × 10−3
2 × 10−4
2 × 10−5
5 a i 3 × 10−4
ii 4 × 10−3
iii 5 × 10−2
iv 6 × 10−5
b 3 × 10−10
6 a B: 5.3 × 10−5 b B: 1.5 × 10−1
c C: 1.05 × 10−2 d B: 1.1 × 10−4

Answers 148
 UNIT 2 Expressions and formulae Graphs and formulae
2.1 Solving equations 1 a £30 b £30
c £120 d C = 30h + 30
Solving equations involving fractions
2.4 Using and rearranging formulae
1 a x=4 b y = 25 c m=8
d x = 10 e y = 30 f m=8 Substituting values, then solving an equation
Solving equations with fraction solutions 1 a T = 13 b S=1 c R=3
1 2 2 5 2 a L=5 b P=7
1 a 2 b 5 c 3 d 2 3 a d = 15 b s=5 c t=3
3 5 9 3 4 a A=3 b F = 24
2 a x=2 b x=4 c x=8 d x=5
5 a 4 b 6.5
7 10 Rearranging formulae
3 a a=5 b x=2 c m= 3
10
13 18 17 1 a M = 10 − 4 b P=5+2 c a= 2 d S=3×5
d x= 4 e p= 5 f x= 2

Solving two-step equations involving fractions 2 a P=S−2 b P=S+3 c P = 2S − 4 d P = 3S + 6

1 a a = 12 b x = 21 c p = 64 N 2N
3 a M= b M= c M = 2N d M = 8N
5 3
2 a x=7 b x=2 c a = 12
d x=4 e p = 13 f m = 11 P X
4 a T= b T= c T = 6Y
4 6
Solving equations with unknowns on both sides
Q R
1 x=7 d T = Za e T= f T=
b c
2 a x=5 b x=4 c x=4 5 a P = M − 5 b P=M+4
d x=7 e x=2 f x=8 M
3 a x=4 b x=5 c x=3 c P = d P = 5M
6
4 a x=4 b x = 11 c x=6 6 a S = T − R b S=T+R
d x=5 e x = 13 f x=4 T
c S = d S = RT
2.2 Substituting into expressions R
Substituting values into expressions involving powers
y−c y+c
7 a x= b x=
2 2
and roots
3y − 4c 3y + 5c
1 a 9 b 36 c 25 c x= d x=
2 2
d 8 e 1 f 64
g 7 h 5 i 3 2.5 Index laws and brackets
2 a 16 b 49 c 0.25 Rules of indices
d 27 e 8 1 a 27 b 35 c 55
3 a 13 b 5 c 12 d 76 e a10 f y6
d 6 e 12 f 6 g You add the powers to get the answer.
4 a 10 b 6 c 13 2 a 6a5 b 8a7 c 12b7
d 3 e 10 f 6 d 10x6 e 20c5
5 a 32 b 3 c 9 3 a 42 b 53 c 33
d 11 e 16 f 54 d 62 e t3 f s2
g 24 h 3 i 14 g You subtract the powers to get the answer.
6 a 18 b 20 c 34 4 a 5b3 b 4b3 c 3x2
d 12 e 64 f 32 d 4a6 e 10y2
Substituting values into expressions involving brackets 5 a 38 b 56 c a12
1 a 36 b 36 c 64 d 9 d x12 e 16m6 f 27p15
e 36 f 25 g 10 h 15 6 8, 4, 2, 1
i −5 j 36 7 a 10 b 1 c 16
2 a 121 b 225 c 100 d 4 d 1 e 3 f 1
e 50 f 52 g 47 Collecting like terms involving powers
3 a 1 b 4 c 7 1 a 2a b 2a2 c 2a3
d 4 e 6 f 7 d 3b2 e 4x2
4 a 2 b 10 2 a 7a b 7a2 c 5a3
5 a 3 b 6 c 4 d 6b2 e 6b2
6 a 2 b 3 Expanding brackets: grid method
7 a 13 b 6 c 1 d 32 1 a 3x + 6 b 4y + 20 c 4x + 6 d 20a − 15
e 80 f 88 g 21 h 20 2 y2 + y
8 a −8 b −6 c 3 d 9 3 a x2 + x b y2 − 3y c 2a2 + 4a d 4p2 − 3p
e 69 f 27 g 30 4 p3 + 4p
2.3 Writing and using formulae 5 a p3 + 2p b x3 + 3x c a3 − 3a d y3 − y
Writing and using formulae Factorising by taking out one term
1 a 3a b 5b c p+4 d s − 10 1 a 4 b 10
2 a 2n + 4 b 3(n − 4) c 2(n + 3) d 2n − 4 2 a 2(2x + 3) b 2(4a + 1) c 4(3b + 1) d 10(2y + 1)
3 C = 90x 3 a x(x + 2) b y(y + 3) c a(a − 5)
4 C = 20 × g or C = 20g d p(p − 10) e 2x(x + 2) f 3b(b + 2)
5 C = 50r 2.6 Expanding double brackets
6 a C = 10 × t = £10t b £60 Expanding double brackets
7 a C = 30 × d + 20 or C = 30d + 20 b £80 1 966
2 735

149
3 a2 + 7a + 10
4 a x2 + 7x + 12 b a2 + 3a + 2
c a2 + 8a + 15 d y2 + 6y + 8
5 a x2 + 2x − 8 b x2 − 2x − 8
c x2 − 6x + 8
d They are the same apart from the number in front of the x,
which is negative in b.
6 a a2 + a − 20 b p2 − p − 6
c m2 − 6m + 8
7 a x2 + 8x + 16 b y2 + 4y + 4
c p2 − 2p + 1

Answers 150
 UNIT 3 Dealing with data e Days exercised Tally Frequency
3.1 Planning a survey 0−4 2
Choosing which data to collect
5−9 5
1 a B
b D 10−14 3
2 Age (A) and salary (C)
15−19 3
3 Gender (B) and salary (C)
Primary and secondary data 20−24 1
1 Hannah and Tim
4 a Continuous
2 Lamarr and Olivia
b 5.8
3 Hannah, Tim, Ethan and Ruth c 8.5
4 Ryan, Sasha, Lamarr and Olivia d 5 and 9
Sample size e Length of finger (cm) Tally Frequency
1 a 50 b 200 c 25 d 8
5<x<6 1
2 a 50 b 200 c 25 d 8
Data collection 6<x<7 3
1 a i C ii D iii A iv B 7<x<8 3
b A and D
2 i B ii C iii A 8<x<9 3
Bias and random samples
Two-way tables
1 a Danny is only asking people in his family.
1 a 20–29, 30–39
b Yes, Danny's family is not a representative
b Blue, Brown, Green
sample of the town.
c Eye colour
2 a Usman might arrive early to school. The first 10 people he
sees would also be early and they might be happier to start Blue Brown Green
school earlier. 20−29
Age
b Becky's friends might share the same taste in 30−39
restaurants as she does.
c People who are shopping in a town centre might be more 2 a Year 9, Year 10
inclined to say they want more parking. b 150 < x < 160, 160 < x < 170
3.2 Collecting data c Year group
Discrete and continuous data 9 10
1 a No, it is not possible to receive 0.3 of an email. Height 150 < x < 160
b Yes, the data is discrete. The amount of emails can only (cm) 160 < x < 170
take whole-number values.
2 The data is continuous, because the lengths can take any value Designing a questionnaire
in a range. If the measuring instrument was more accurate, the 1 a Question A is encouraging you to pick ‘Yes’.
lengths could be given to 3 or more decimal places. b Thomas should use question B because it is not a
3 Discrete. Each value must be a whole number because you are leading question.
counting people. 2 Question A has the better response section because there are
Data collection sheets no missing values.
1 a 3 a Question B. People will interpret ‘too much' homework in
Portions of fruit Portions of Tally Frequency different ways.
fruit (grouped) b Amir should use question A.
0, 1, 2, 3, 4, 5 0−5 3 3.3 Calculating averages
6, 7, 8, 9, 10, 11 6−11 2 Calculating the median from a table
12, 13, 14, 15, 1 a 0, 0, 0, 0, 0, 0, 1, 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 3, 3
12−17 4
16, 17 6 people have 8 people have 3 people 2 people
18, 19, 20, 21, 0 siblings 1 sibling have have
18−23 2 2 siblings 3 siblings
22, 23
b 10th value
b Discrete c 0, 0, 0, 0, 0, 0, 1, 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 3, 3
2 a Reaction times Tally Frequency
6 people have 8 people have 3 people 2 people
0.0 < x < 0.2 2 0 siblings 1 sibling have have
2 siblings 3 siblings
0.2 < x < 0.4 1 d 1 sibling
0.4 < x < 0.6 4 2 a Number of computers Frequency Running total
0 5 5
0.6 < x < 0.8 3
1 7 5 + 7 = 12
b Continuous 2 14 12 + 14 = 26
3 a Discrete 3 2 26 + 2 = 28
b 1 4 1 28 + 1 = 29
c 22
Total 29
d 0 and 24 or 25
b 15th value

151
 c i Houses 1–5 have 0 computers. 3 a £116
ii Houses 6–12 have 1 computer. b 63 minutes
iii Houses 13–26 have 2 computers. Further enquiry
iv Houses 27–28 have 3 computers. 1 a 10% of 600 = 60
v House 29 has 4 computers. b They might spend very different amounts of time watching
d 2 computers TV on different days.
Calculating the mean from a grouped frequency table c Ask more students – at least 10%. Ask about different
1 a 15 b 7.5 c 20 days of the week.
d 28 e 13 f 25.5 Drawing a line graph to represent grouped data
2 Time taken, t (seconds) Frequency Midpoint of class 1 a Graph axes copied correctly
0 + 20 20 b (2, 6), (6, 4), (10, 11), (14, 3), (18, 1)
0 < t < 20 3 2 = 2 = 10 c and d
20 < t < 40 15 30 Number of books read in last year
40 < t < 60 8 50 11
60 < t < 80 4 70 10
9
Total 30 8
7

Frequency
3 a–c
6
Books, b Frequency Midpoint of Midpoint × 5
class frequency 4
0+4 4 3
0<b<4 6 2
=2=2 2 × 6 = 12
2
4+8 12
4<b<8 4 2
= 2 =6 6 × 4 = 24 1
0
8 < b < 12 11 10 10 × 11 = 110 0 2 4 6 8 10 12 14 16 18 20
12 < b < 16 3 14 14 × 3 = 42 Books
16 < b < 20 1 18 18 × 1 = 18 2 a 3 pm
Total 25 206 b 12.30 pm
c 12 pm
d 206 books d 2.30 pm
4 a Bath time, t Frequency Midpoint of Midpoint × 3 a Time Frequency Midpoint of class
(minutes) class frequency
12 pm−1 pm 3 12.30 pm
0+5 5
0<t<5 8 2 = 2 = 2.5 2.5 × 8 = 20 1 pm−2 pm 7 1.30 pm
5 < t < 10 5 7.5 37.5 2 pm−3 pm 9 2.30 pm
10 < t < 15 13 12.5 162.5 3 pm−4 pm 8 3.30 pm
15 < t < 20 4 17.5 70 4 pm−5 pm 4 4.30 pm
Total 30 290
b
b 290 minutes Number of emails received each hour
c An estimate for the mean time spent in the bath is 10
290 9
30 = 9.67 minutes.
8
5 a Letters, l Frequency Midpoint of Midpoint × 7
Frequency

class frequency 6
5
0−2 1 1 1×1=1
4
3−5 14 4 4 × 14 = 56 3
6−8 8 7 7 × 8 = 56 2
9−11 2 10 10 × 2 = 20 1
0
Total 25 133 12 pm 1 pm 2 pm 3 pm 4 pm 5 pm
Time
b 133 letters 3.5 Presenting and comparing data
c An estimate for the mean number of letters in people's first
133 Interpreting charts
names is 25 = 5.32 1 a In 2015/16 team A won 11 matches.
206 b In 2014/15 team B won more matches than team A.
6 a 25 = 8.24 books
c In 2018/19 team A won 24 matches.
b It is an estimate because you have used midpoints of the d Look at other seasons before 2014/15.
groups to work it out instead of exact numbers. e Look at the other teams in the league.
3.4 Displaying and analysing data Stem and leaf diagrams
Outliers and correlation 1 a 6, 12, 21, 28, 33, 43
1 Graphs B and D b i 8th value, 21
ii 6
2 Graphs A, D and E – positive correlation
iii 42
Graphs B and C – negative correlation
iv 36
Using lines of best fit to estimate
c i 28
1 a 9 hours ii 12
b 7 years old iii 43
2 a Line 2 iv 31
b Line 1
c Line 1

Answers 152
 2 a Pictures Words
8 6 0 7 9
3 0 1 0 0 2 5 7 7 8
2 2 8
3

Key 3 | 1 means 13 1 | 0 means 10

b i The range of words remembered is 28 − 7 = 21

ii The median number of words remembered is 15.
c Pictures Words
8 6 0 7 9
4 3 0 1 0 0 2 5 7 8 8
8 6 6 2 0 2 2 8
0 3

Key 3 | 1 means 13 1 | 0 means 10

d i 22
ii 20
Writing a report
1 a Number of donations received

120 Key
100 person A
person B
80
Donations

60

40

20

0
0 10 20 30 40 50 60
Time (minutes)
b The results show that person A collected more donations
than person B.
c These results support Lakshmi’s hypothesis.
d Lakshmi could improve this study by collecting data for
a longer time period, collecting data on different days or
investigating more/additional locations.

153
UNIT 4 Multiplicative reasoning Finding the scale factor and centre of enlargement
4.1 Enlargement 1 a 1 b 3 c 3 d 3
e Students check the lengths.
Enlarging a shape by a scale factor about a centre
2 a Shapes copied onto squared paper b 2
of enlargement
c–f A A'
1 a i 3 ii 3 iii 3
b If you enlarge a shape by a scale factor of 3 the sides will M
all be 3 times longer. B C N
c i 4 down and 12 down ii 8 down and 24 down
iii 2 across 8 down and 6 across 24 down B' C'
d To enlarge a shape by a scale factor of 3, make each vertex 3 a i 3 ii 2
of the enlarged shape 3 times the distance from the centre b i
of enlargement.
M
2 a Shape copied onto squared paper
b i × to A 2 squares across right
ii × to B 6 squares across right N
iii × to C 6 squares across right, 3 squares down
iv × to D 2 squares across right, 3 squares down
c i × to A' 2 × 2 = 4 squares across right ii
ii × to B' 6 × 2 = 12 squares across right
iii × to C' 6 × 2 = 12 squares across right,
3 × 2 = 6 squares down M
iv × to D' 2 × 2 = 4 squares across right,
3 × 2 = 6 squares down N
d A A' B B'
4.2 Negative and fractional scale factors
Negative scale factors of enlargement
D C
1 a i A 1 square right, 1 square up
ii B 3 squares right, 1 square up
D' C' iii C 1 square right, 5 squares up
b i A' 2 squares left, 2 squares down
e Students check the lengths.
ii B' 6 squares left, 2 squares down
3 a Shape copied onto squared paper. iii C' 2 squares left, 10 squares down
b For ABC c
Vertex Distance from × C
A 2 right
B 2 right, 3 down
C 6 right, 3 down
A B
For A'B'C' B' A'
Vertex Distance from ×
A' 2 × 3 = 6 right
2 × 3 = 6 right
B'
3 × 3 = 9 down
6 × 3 = 18 right
C'
3 × 3 = 9 down
C'
c A A'
2 a -
b For original shape
B C
Vertex Distance from ×
A 2 right, 1 up
B 6 right, 1 up
C 6 right, 2 down
B' C' D 2 right, 2 down

d Students check the lengths. For enlargement

4 a The sides of the enlarged shape are not all twice as long as Vertex Distance from ×
the corresponding sides of the original shape. 2 × 1 = 2 left
b B' and C' A'
1 × 1 = 1 down
c and d 6 × 1 = 6 left
B'
1 × 1 = 1 down
A D A' D'
6 × 1 = 6 left
C'
2 × 1 = 2 up
2 × 1 = 2 left
B C D'
2 × 1 = 2 up

B' C'

Answers 154
 c Calculating percentage change
C' D' 1 a £100 b 20%
A B
2 a 9 minutes
b 45 minutes
B' A' 9
D C c 45 × 100 = 20%

3 a He has divided by the new price instead of the original price.
3 a 2 times b 19%
b It is equal to the scale factor / it has the same magnitude.
4.4 Compound measures
c They are the same.
d It is equal to the scale factor times −1 / Speed, distance and time
the magnitude of −1 is 1. 1 a 12.5 km/h b 40 mph c 2 cm/min
Fractional scale factors of enlargement 2 a Distance = speed × time
1 a Shape copied onto squared paper b 210 miles
b i A 8 squares right, 6 squares up 3 a 20 miles
ii B 14 squares right, 6 squares up b i 2 hours ii 5 hours iii 1.5 hours
iii C 14 squares right, 2 squares up 4 a 60 miles b 80 miles c 50 miles
iv D 8 squares right, 2 squares up 5 a 600 m b 36 000 m c 36 km
c i A' 4 squares right, 3 squares up d 36 km/h
ii B' 7 squares right, 3 squares up e A sprinter would not be able to keep running at this
iii C' 7 squares right, 1 square up speed for an hour.
iv D' 4 squares right, 1 square up
6 a 14.4 km/h b 720 km/h c 126 km/h
d
A B 7 a 14 m/s b 33 m/s c 22 m/s
Density, mass and volume
1 a 10 g/cm3 b 20 g/cm3 c 8 g/cm3
A' B'
2 a 2.4 g b 12 g c 4.2 g
D C 3 a 2 cm3 b 0.5 cm3 c 0.33 cm3
D' C' Pressure, force and area
1 a 1 N/cm2 b 0.25 N/cm2 c 25 N/cm2
2 a Shape copied onto squared paper.
2 a 400 N b 2400 N c 100 N
b For original shape ABC
3 a 4 cm2 b 11 cm2 c 0.5 cm2
Vertex Distance from ×
4.5 Direct and inverse proportion
A 6 right
Direct proportion
B 6 right, 6 down
1 a £9.10
C 9 right, 6 down
b £4.20
c £4.90
For enlargement A'B'C' 1
d Dividing by 2 is the same as multiplying by 2 ; the cost of a
Vertex Distance from × 5-mile journey will be half of the cost of a 10-mile journey.
1
A' 6 × 3 = 2 right 2 a £0.45 b £0.90
1 c £2.25 d £1.35
6 × 3 = 2 right 1
B' 1 e Find 2 of £2.70
6 × 3 = 2 down
1 3 In both types of pack, 1 bag costs 35p so neither is better
9 × 3 = 3 right
C' value for money.
1
6× 3 = 2 down 4 a i 30p ii 40p
b Large
c
Inverse proportion
A' A
1 a Less time
b i 3 hours ii 2 hours iii 1 hour
B' C' 1
2 a 2 hour b 20 minutes

3 12 hours
B C 4 a 4 hours b 8 hours c 1 hour

4.3 Percentage change

Finding the original value
1 a £262.50
b £400
2 a Shirt = £27 Tie = £9.45 Shoes = £108
b i £81 ii £198 iii £130.50
c i £36 ii £45 iii £100
3 a 80% b £25 000 ÷ 0.8 = £31 250
4 a It is smaller than £17 000
b She has multiplied by 0.85 instead of dividing.
c £20 000

155
UNIT 5 Constructions 3 a 2m b 20 m c 200 m d 2000 m
5.1 Using scales 4 a 1 cm on the map represents 20 000 cm in real life.
b 200 m
Reading scale drawings c 1 cm on the map represents 200 m in real life.
1 cm 0 1 2 3 4 5 6 7 8 9 10 11 12 d i 800 m ii 1000 m iii 2000 m iv 4000 m
e i 0.8 km ii 1 km iii 2 km iv 4 km
m 0 4 8 12 16 20 24 28 32 36 40 44 48 5 a 1 cm on the map represents 2500 cm in real life = 25 m.
2 a 10 km b 20 km c 16 km d 50 km b 100 m
3 a 2 cm b 4 cm c 5 cm d 10 cm c 16 cm
4 a i 4 cm ii 2.5 cm iii 3.5 cm 5.2 Basic constructions
b i 200 m ii 125 m iii 175 m Drawing a circle
c 300 m 1 a–e Student draws and labels a circle of radius 6 cm.
Drawing diagrams to scale
1 a i 9 cm
ii 6 cm radius
iii 1.5 cm 6 cm
iv 4.5 cm
v 7 cm
vi 2 cm
b i 2 Student draws a circle of radius 9 cm.
9 cm

9 cm

6 cm

Constructing a perpendicular bisector

1 a No b Yes c No d Yes
2 a i No ii Yes iii Yes iv No
ii 9 cm b The line in ii
3 a
12 cm
b

6 cm Play
area
12 cm

4 a
10 cm
2 cm
b
iii 9 cm

6 cm Play
area
0 cm 1 2 3 4 5 6 7

Field 4.5 cm
c

2 cm 7 cm
iv
10 cm
9 cm

School garden 1.5 cm

5 a
10 cm
6 cm Play
area b 5 cm 5 cm
Field 4.5 cm
10 cm
c

2 cm 7 cm
Using scales given as ratios 5 cm 5 cm
1 a 1m b 10 m c 100 m 10 cm
2 a 1 cm on the map represents 10 000 cm in real life.
b 100 m
c 1 cm on the map represents 100 m in real life.
d i 400 m ii 500 m iii 1000 m iv 2000 m

Answers 156
 6 a e
8 cm
b

4 cm 4 cm

8 cm
c f

4 cm 4 cm

8 cm

d Constructing a perpendicular from a point to a line

1 a

4 cm 4 cm 10 cm
8 cm b

10 cm
4 cm 4 cm
8 cm c

7 a 90°
b 4 cm, 4 cm
c Perpendicular because the angle is 90°. Bisector because 10 cm
the line is cut in half.
Constructing an angle bisector
d
1 a Yes b No c No d Yes
2 a

10 cm
b

c 10 cm

157
5.3 Constructing triangles d
Constructing a triangle when you know the side lengths
1 a
7 cm
b 6 cm

e Student prediction. Correct answers are 6 cm, 5 cm, 9 cm.

7 cm f 6 cm, 5 cm, 9 cm
Constructing a right-angled triangle
1 a
8 cm
c b

4 cm 4 cm
7 cm 8 cm

d 7 cm, 7 cm, 7 cm
c
e An equilateral triangle
2 a
7 cm
b

4 cm 4 cm

7 cm

d
c

4 cm 4 cm
7 cm

e
d

7 cm 4 cm 4 cm

e 7 cm, 8 cm, 9 cm Constructing a net of a solid

3 a 1 a
6 cm 5 cm
b 5 cm

6 cm

6 cm

Answers 158
 b d

4 cm

5 cm
40°
5 cm 5 cm
Constructing a scale diagram
1 a i 10 cm
ii 4 cm
b

4 cm

c
22°
10 cm
c Approximately 10.8 cm
d Approximately 10.8 m
2 a 6 cm
5 cm b 15°
c A 6 cm vertical line drawn.
5 cm d i A 90° angle drawn at the bottom of the line.
ii A 15° angle drawn at the top of the line.
e Approximately 6.2 cm
f Approximately 12.4 m
Distance from a point to a line
1 a i 3 cm
ii 3.7 cm
iii line 1
d b i 3.7 cm
ii Approximately 3.8 cm
iii line 1
c i Approximately 3.8 cm
ii 3.7 cm
iii line 2
5 cm
d They are the lines at right angles to the unlabelled line
5 cm in each diagram.
2 a i 4 cm
ii 8 cm
iii 7 cm
b

5.4 Using accurate scale diagrams A

Drawing a triangle accurately 7 cm
1 a A 40° angle drawn accurately. 4 cm
b A 110° angle drawn accurately.
C
c A 65° angle drawn accurately.
d A 135° angle drawn accurately. B 8 cm
2 a 5 cm
b

40°
5 cm
c

4 cm

40°
5 cm

159
c i

4 cm 7 cm

C
8 cm
B
ii

4 cm 7 cm

C
8 cm
B

iii

4 cm 7 cm

C
8 cm
B

d Approximately 3.5 cm
e Approximately 14.0 km

Answers 160
 UNIT 6 Sequences, inequalities, equations 6.3 Inequalities
and proportion Interpreting inequalities
6.1 nth term of arithmetic sequences 1 a x = 6, x = 9 b x=2
c x = 6 d x = 0, x = 2, x = 4
Using the nth term
2 a Many answers, such as 6, 5, 4, 3, …
1 a 40, 50 b 6, 7
b Many answers, such as 3, 4, 5, 6, …
c 5, 7, 9, 11 d 5, 8, 11, 14
c Many answers, such as 5, 6, 7, 8, …
2 a 2, 4, 6, 8, 10 b 6, 7, 8, 9, 10 d Many answers, such as 6, 5, 4, 3, …
c 5, 7, 9, 11, 13
Showing inequalities on number lines
3 a 12 b 7 c 10 d 21
1 a iv b ii c i d iii e v
4 a 1 and 5 b 25 and 41 c 45 and 77
2 a
5 a −7 b −1 c −3
−2 −1 0 1 2 3 4 5 6 7
6 3, 10, 17, 24, 31
7 a −6 b −1 c −16 b
8 a 8, 9, 10, 11, 12 b 4, 8, 12, 16, 20 −4 −3 −2 −1 0 1 2 3 4 5 6 7
c 4, 9, 14, 19, 24
c
9 5n: 5, 10, 15, 20, 25
n + 5: 6, 7, 8, 9, 10 −4 −3 −2 −1 0 1 2 3 4 5 6 7
3n + 1: 4, 7, 10, 13, 16 d
n + 3: 4, 5, 6, 7, 8
−4 −3 −2 −1 0 1 2 3 4 5 6 7
3n – 1: 2, 5, 8, 11, 14
Finding the nth term 3 a x>2 b x>1 c x > −2 d x<5
1 a i add 3 ii add 5 iii add 7 4 a −2 < x < 3 b −2 < x < 4
b The coefficient of n in the nth term is the same as the c −3 < x < 1 d −2 < x < 5
number added in the term-to-term rule. 5 a
c 2n −2 −1 0 1 2 3 4 5 6
2 a iii b i c ii
b
3 a 3n + 2 b 3n − 2 c 3n − 1
4 a 4n + 2 b 2n + 5 c 3n + 1 −4 −3 −2 −1 0 1 2 3 4 5 6 7
d 5n − 4 e 3n + 10 c
5 a i 3n + 3 ii 33 −4 −3 −2 −1 0 1 2 3 4 5 6 7
b i 5n − 3 ii 47
c i 2n + 13 ii 33 d
6 a −2n + 12 b −3n + 17 c −n + 21 −4 −3 −2 −1 0 1 2 3 4 5 6 7
d −3n e −4n
6 a ii b i c iv d iii
7 a −4n − 3 b −83
7 a −1, 0, 1, 2, 3, 4 b −3, −2, −1, 0, 1, 2
8 a 2n + 1 b 21 c 1, 2, 3 d 1, 2, 3, 4
9 a 2, 5, 8 b 15 8 a
6.2 Non-linear sequences
Geometric sequences 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 a i ×3 ii 54 b 7 < x < 14
b i ×4 ii 64 c 8, 9, 10, 11, 12, 13, 14
c i ×3 ii 27
9 12 < x < 19
d i ×10 ii 2000
6.4 Solving equations
2 a 300, 3000 b 24, 48 c 36, 108
3 a 2.5 b 1.5 c 0.5 d 1.5 Solving equations with fractions
4 a ×1.5; 4.5, 6.75 b ×0.5; 12, 6 1 a (x + 2) ÷ 7 = 4 b (x − 1) ÷ 8 = 6
c 1 = (x − 12) ÷ 4
2
c ×0.4 or ×5; 3.2, 1.28 2 a x −3 3 ÷153 1
5 a i G ii A b a +2 3 ÷3 3 2
b i A ii G
c i A ii G c y +7 3 ÷4 3 9
6 a Yes b No c No
d d −103 ÷2 3 20
7 a ×2 b £8 c £31
Quadratic sequences 3 a x = 11 b y=7 c x = 16
1 a A 4-by-4 square, 16 b Square numbers 4 a a = 32 b b = 37 c c = 18 d d = 23
c 25, 36, 49, 64 d +7, +9, +11 e e = 18 f f=3
2 a +9 b Going up by 2 n−3 n−3
c +2 d 38 5 a b =7 c 31
4 4
3 a 1st differences: +1, +2, +3, +4; 2nd difference: +1 Solving equations with powers
b 23, 29
1 a x = 5, x = −5 b x = 3, x = −3
4 3, 12, 27, 48, 75 c x = 10, x = −10 d x = 8, x = −8
5 a 2, 8, 18, 32, 50 b 2, 5, 10, 17, 26 e x = 6, x = −6
c 5, 14, 29, 50, 77 2 a x = 4, x = −4 b x = 5, x = −5
6 Geometric: 162, quadratic: 100, so the geometric sequence c x = 6, x = −6 d a = 10, a = −10
has the larger 5th term. e e = 8, e = −8 f b = 3, b = −3
3 a x = 3.6 b x = 4.8
c x = 2.8

161
4 a x2 b x2 = 49
c x=7 d A length cannot be negative.
6.5 Proportion
Writing formulae for direct proportion
1 a 3 b (0, 0) c y = 3x
2 a Yes b No c Yes
3 a When one variable doubles, the other doubles.
b d = kt
c d = 0.5t
d d = 0.5 km or 500 m
4 a 16.5 g, 30 cm, 33 g, 60 cm b Yes
c e = 1.25m
5 a 140p
b c = 14n
c 420p or £4.20
6 a y = 10x b y = 70
Writing formulae for inverse proportion
1 a Yes b No c Yes
2
2 a 2 days b n= c 4 people
t
12
3 a y= b y=2
x

Answers 162
 UNIT 7 Circles, Pythagoras and prisms 7.4 Prisms and cylinders
7.1 Circumference of a circle Calculating the volume of a right prism
Parts of a circle 1 a 30 cm2
b 150 cm3
1 a–e
2 a 192 cm3 b 972 cm3
3 Area of cross-section = 44 cm2, volume = 440 cm3
Calculating the surface area of a right prism
radius
1 a–b Sketch of net with dimensions labelled
c 6 cm2
O d 35 cm2
diameter e 28 cm2 and 21 cm2
f 96 cm2
2 a–b
11 cm

circumference
5 cm
2 a True
b False
c True
d True 5 cm
e True
6 cm 4 cm
3 a Diameter = 12 cm
Radius = 6 cm
b Diameter = 22 cm 5 cm
Radius = 11 cm
c Radius = 9 cm
Diameter = 18 cm 5 cm
d Radius = 7 cm
Diameter = 14 cm
Calculating the circumference of a circle c Triangular face = 12 cm2
1 a 3.14 Rectangular faces = 66 cm2 and 55 cm2
b i 6.3 ii 9.4 iii 12.6 iv 15.7 d 200 cm2
2 a 25.1 cm b 34.6 cm Calculating the volume and surface area of a cylinder
c 18.8 cm d 3.1 cm 1 a 78.5 cm2
3 Aisha worked out the diameter first, Olivia multiplied πr by 2. b 785 cm3
4 a 63 cm 2 a 314.2 cm3 b 1206.4 cm3
b 68 cm c 351.9 cm3
c 70 cm 3 a 78.5 cm2
d £1.40 b 31.4 cm
7.2 Area of a circle c 314 cm2
Area of a circle d 471 cm2
1 a 153.9 cm2 b 254.5 cm2 7.5 Errors and bounds
c 3.1 m2 d 78.5 cm2 Finding upper and lower bounds
e 706.9 mm2 f 0.8 m2 1 a All of them
2 a 12 m2 b Any number greater than or equal to 6.5 and less than 7.5,
b 12.6 m2 when rounded to the nearest whole number, is 7.
c Smaller, 3 is smaller than π 2 a 6.5 cm
Solving problems involving the area of a circle b 7.5 cm
1 a 225 cm2 3 a 16 b 25
b 78.5 cm2
c 146.5 cm2
2 a 226.2 cm2 b 113.1 cm2 15 15.5 16 16.5 17 24 24.5 25 25.5 26
7.3 Pythagoras’ theorem Lower bound = 15.5 Lower bound = 24.5
Calculating the length of the hypotenuse in a right-angled Upper bound = 16.5 Upper bound = 25.5
triangle 4 a 17 b 26
1 a AB b FG c HJ
2 a Sketch of triangle with longest side labelled c
b 6 cm and 8 cm sides labelled a and b, or vice versa 16 16.5 17 17.5 18 25 25.5 26 26.5 27
c c = 10 cm Lower bound = 16.5 Lower bound = 25.5
3 a 13 cm b 5 cm c 20 cm Upper bound = 17.5 Upper bound = 26.5
4 26 m
Calculating the length of a shorter side in a right-angled c 112 d 205
triangle
1 a 9 cm b 5 cm c 2 cm
111 111.5 112 112.5 113 204 204.5 205 205.5 206
2 a She has not correctly identified the longest side.
b 40 cm Lower bound = 111.5 Lower bound = 204.5
3 33 cm Upper bound = 112.5 Upper bound = 205.5

163
5 The value on the upper bound does not round to the whole
number given – it would round up to the next whole number.
6 a–b

£4400 £4500 £4600

£4450 £4550
c £4450 < price of car < £4550
7 £15 < price of book < £25
Percentage error intervals
1 a, c and d

400 g 500 g 600 g

450 g 550 g
b 50 g
e 450 g < mass of flour < 550 g
2 a 72.1 mph
b 67.9 mph
c 67.9 mph < speed of car < 72.1 mph

Answers 164
 UNIT 8 Graphs 3 b Gradient: 7, y-intercept: (0, 4)
c Gradient: −2, y-intercept: (0, 3)
8.1 Using y = mx + c
d Gradient: 9, y-intercept: (0, −1)
Drawing a graph from its equation 4 b Gradient: −3, y-intercept: (0, 3)
1 a–d y y
5 5
4 4
3 3
y = −3x + 3
2 2
1 1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1 −1
−2 −2
−3 −3
−4 −4
−5 −5

2 a y c Gradient: 1, y-intercept: (0, 4)

5 y
4 5
3 4
2 3
y = x +4
1 2
1
−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−2 −1
−3 −2
−4 −3
−5 −4
−5
b y
5 d Gradient: 2, y-intercept: (0, −1)
4 y
5
3
4
2
3
1 y = 2x − 1
2
−5 −4 −3 −2 −1 O 1 2 3 4 5 x 1
−1
−2 −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−3
−2
−4
−3
−5
−4
c y −5
5
Parallel lines
4
1 a iv b ii c i d iii
3
2 b −3x − 2 c 2x + 1
2 3 b y = −2x + 1 c y=x−4
1

−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−2
−3
−4
−5

165
Intersection of lines c y
1 (2, 7) 5
2 a (2, 1) b (2, 1) c Same point 4
3 a (2, 1); not the same coordinates as point (2, 2).
3
b and c i
y 2
5 1
4
−5 −4 −3 −2 −1 O 1 2 3 4 5 x
3 −1
(2, 2)
2 −2
1 −3
−4
−5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1 −5
−2
d y
−3
5
−4
4
−5
3
c ii No d No 2
8.2 More straight-line graphs 1
Drawing graphs with equation ax + by = c
1 a 2 b 4 −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
c x-intercept d y-intercept
−2
2 a x-intercept: (1, 0), y-intercept: (0, 3)
b x-intercept: (−1, 0), y-intercept: (0, 2) −3
c x-intercept: (7, 0), y-intercept: (0, −7) −4
d x-intercept: (2, 0), y-intercept: (0, −5) −5
3 a x-intercept: (−1, 0), y-intercept: (0, 1)
b x-intercept: (−2, 0), y-intercept: (0, −1) 5 a i (2, 0), (0, 2)
c x-intercept: (1, 0), y-intercept: (0, 1) ii (−3, 0), (0, 3)
4 a iii (2, 0), (0, −6)
y
iv (4, 0), (0, −2)
5
b i y
4 5
3 4
2 3
1 2

−5 −4 −3 −2 −1 O 1 2 3 4 5 x 1
−1
−2 −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−3 −2
−4 −3
−5 −4
−5
b y
5
ii y
4 5
3 4
2 3
1 2

−5 −4 −3 −2 −1 O 1 2 3 4 5 x 1
−1
−2 −5 −4 −3 −2 −1 O 1 2 3 4 5 x
−1
−3 −2
−4 −3
−5 −4
−5

Answers 166
 iii y 8.3 Simultaneous equations
5 Drawing and solving simultaneous equations
4 1 a (1, −1) b (−2, −1)
3 2 a i 1 ii (0, −3)
b i −3 ii (0, 1)
2 c y
1 6
y = −3x + 1
5
−5 −4 −3 −2 −1 O 1 2 3 4 5 x 4
−1 y = x −3
3
−2
2
−3 1
−4
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
−5 −1
−2
iv y −3
5 −4
4 −5
−6
3
2 d (1, −2)
1 e x = 1 and y = −2
f Students’ own check
−5 −4 −3 −2 −1 O 1 2 3 4 5 x 3 a y
−1 6
y = −x + 3 y = 4x − 2
−2 5
−3 4
−4 3
2
−5
1
Working with equations of the form ax + by = c −6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
1 a i y = 2x + 7 ii 2
−1
b i y = −3x + 2 ii −3 −2
c i y = 2x + 3 ii 2 −3
d i y=x−9 ii 1 −4
2 a Yes b No c Yes −5
3 a y = 1.5x + 6 b 1.5 −6
c y = 1.5x + 4
4 a Yes b No c Yes x = 1 and y = 2
5 a (30, 0), (0, 25) b y
b y 6
30 5
4
25 y = 3x + 1
3
20 y = −2x − 4 2
15 1
10
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
5 −1
−2
0 5 10 15 20 25 30 x −3
c Go down −4
d i 17 ii 6 −5
−6

x = −1 and y = −2

167
4 a i
1
ii
1
(0, − 2 ) 6 y
2
6
b i −3 ii (0, 3)
5 y=x
c y
4
6
3
5
2
4
1 x − 5y = 4
3
x − 2y = 1
2 −6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
−1
1
−2
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x −3
−1
−4
−2
−5
−3
3x + y = 3 −6
−4
−5 x = −1 and y = −1
−6 Solving problems with simultaneous equations
1 a y
d (1, 0)
6
e x = 1 and y = 0
f Students' own check 5
x + y =2
5 a 4
y
6 3
5 2
x +y = 2
4 1
3
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
2 −1
1 −2
−3
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x −4
−1
−2 −5
y = x −4
−3 −6
x − 2y = 5
−4
b (3, −1)
−5
2 a x + y = 10 and x − y = 2
−6
b (10, 0) and (0, 10), (2, 0) and (0, −2)
c
x = 3 and y = −1
b 10
y x + y = 10
6 8
y − 2x = 4 x−y = 2
5 6
4 4
3
2
2
1 x + 3y = 5 −4 −2
O
2 4 6 8 10
−2
−6 −5 −4 −3 −2 −1O 1 2 3 4 5 6 x
−1 −4
−2
−3 x = 6 and y = 4
−4 3 a x+y b x + y = 40
−5 c 5x + 8y d 5x + 8y = 290
e y
−6
40
x = −1 and y = 2 35
30
25 5x + 8y = 290
20
15
10 x + y = 40
5

0 5 10 15 20 25 30 35 40 45 50 55 60 x
f (10, 30)
g x = 10 and y = 30

Answers 168
 4 a x + y = 14 b 7x + 15y = 130 6 a x −3 −2 −1 0 1 2 3
c y x2 9 4 1 0 1 4 9
+1 +1 +1 +1 +1 +1 +1 +1
25
y 10 5 2 1 2 5 10

b (−3, 10), (−2, 5), (−1, 2), (0, 1), (1, 2), (2, 5), (3, 10)
20
c y
20
15 18
x + y = 14
16
10 14
12
7x + 15y = 130 10
5
8
6
0 5 10 15 20 25 x 4
y = x2 + 1
2
d x = 10 and y = 4
8.4 Graphs of quadratic functions −4 −3 −2 −1O 1 2 3 4 x
−2
Graphs of quadratic equations −4
1 b 1 c 0 d 1
2 a d 17
x −3 −2 −1 0 1 2 3
Problem-solving using graphs of quadratic equations
y 9 4 1 0 1 4 9
1 a 36 m b 7.8 m or about 8 m
b (−3, 9), (−2, 4), (−1, 1), (0, 0), (1, 1), (2, 4), (3, 9) c 13 m d 18 m
c and d 8.5 More non-linear graphs
y
Drawing and interpreting non-linear graphs
10
1 A, C and D
9
2 a i 8 ii 3
8 b i 1 ii 2
7 Drawing and interpreting graphs showing inverse proportion
6 1 a
y = x2 x 1 2 3 4 6 12
5
4 y 12 6 4 3 2 1

3 12
b k = 12 c y=
2 x
1
1 d Students’ own check e y=2

−4 −3 −2 −1O 1 2 3 4 x 2 a Time (hours) 1 2 4

−1
−2 Number of painters 4 2 1

b k=4 c 8
d Yes
3 a 32
3 b 2 c 0 d 2
b (0, 1), (1, 2), (2, 4), (3, 8), (4, 16), (5, 32)
4 a x −3 −2 −1 0 1 2 3 c Rabbit population over time
y
y 18 8 2 0 2 8 18
35
b (−3, 18), (−2, 8), (−1, 2), (0, 0), (1, 2), (2, 8), (3, 18)
c and d
30
y
20
18 25
Number of rabbits

16
14 20
12
10
y = 2x2 15
8
6
4 10
2

−4 −3 −2 −1O 1 2 3 4 x 5
−2
−4
0 1 2 3 4 5 x
d Yes
Time (months)
5 a False b True c True d True
d 3.6 months
4 a £16 000 b £12 000 c 4 years d 2.4 years

169
UNIT 9 Probability 3 a 200
b 400
9.1 Mutually exclusive events
c 1000
Mutually exclusive outcomes and events
5
1 a 4 4 a 8
b 3 3
4 b 8
c 7
5 3
3 c More likely to land on red as P(R) = 8 and P(B) = 8 .
d 7
5 a i Spinner A has 4 red sections and 2 blue sections.
2
e 7 4 2
ii The probability of landing on red is 6 and on blue is 6 .
6
f 7 iii Landing on red and landing on blue are not
1 equally likely.
g 7 b Yellow
2 a 5 c Purple
b 2, 4, 6 Comparing experimental and theoretical probabilities
c 1, 3, 5 1 a i 0.28
d 3, 6 ii 0.21
e 1, 2, 3, 6 iii 0.23
f 1, 2, 4 iv 0.28
3 a No b Score Frequency Experimental Theoretical
b Yes. They have no outcomes in common. probability probability
4 B and C 1 28 0.28
5 1
5 a i 10 =2 2 21 0.21
2 1 3 23 0.23
ii 10 = 5 4 28 0.28
3
iii 10 c i 0.25
7
ii 0.25
b i 10 iii 0.25
8 4 iv 0.25
ii 10 =5 d Score Frequency Experimental Theoretical
5 1 probability probability
iii 10 = 2
1 28 0.28 0.25
c The outcomes are mutually exclusive because you cannot
2 21 0.21 0.25
pick two different colours at once.
3 23 0.23 0.25
7 5 2 7
d i P(R or Y) = 10 , P(R) + P(Y) = 10 + 10 = 10 4 28 0.28 0.25
8 5 3 8 2 a
ii P(R or B) = 10 , P(R) + P(B) = 10 + 10 = 10 Coin A B C
Number of heads 45 56 23
5 3 2 5
iii P(B or Y) = 10 , P(B) + P(Y) = 10 + 10 = 10 Experimental probability 0.45 0.56 0.23
e It is the same as the sum of the probabilities of the two Theoretical probability
separate events. 1
b 2
Probabilities of mutually exclusive outcomes and events
1 a 100% c 50
b i 0.45 d Coin A and coin B
ii 0.07 e Coin A and coin B
iii 0.48 f Coin C. The experimental and theoretical probabilities are
c 1 very different.
2 35% + 5% + 60% = 100% 3 No correct answer. Most students will probably say B, C, A.
40% + 60% = 100% Reflect asks them to discuss their answer.
P(G) = 60% 9.3 Sample space diagrams
3 a 0.85 Drawing sample space diagrams
b 0.15
1 a Heads, tails
9.2 Experimental and theoretical probability b 1, 2, 3, 4, 5, 6
Probability from experiments c Red, blue, green, yellow
1 a 100 2 a Spinner A Spinner B
b 19 red yellow
19
c 100 = 0.19 red purple
d 22 blue yellow
22 11 blue purple
e 100 = 50 = 0.22
f 2 b 4
g 4 c 1
1
2 a 40 d 4
b 100
c 200

Answers 170
 3 a Blue dice Red dice Outcome Deciding if a game is fair
even even E, E 1 a

even odd E, O
4 5 6 7 8

odd even O, E
odd odd O, O
3 4 5 6 7

Red
b 2
1 2 3 4 5 6
c 2

4 1 2 3 4 5
Even E, E O, E
Blue dice

1 2 3 4
Blue
Odd E, O O, O
8 1
b i 16 =2
Even Odd 8 1
Red dice ii 16 =2

5 a c Equally likely
Spinner Coin
d Yes. Both people have the same chance of winning.
1 H 4 1
e i 16 =4
2 H
3 H 12 3
ii 16 =4
1 T
f No. Virat is more likely to win.
2 T
9.4 Two-way tables
3 T
Reading a two-way table
b 1 a Spinner B
Heads 1, H 2, H 3, H
Coin

Blue Red Total

Green 30 24 54
Tails 1, T 2, T 3, T
Spinner A Yellow 22 24 46
1 2 3 Total 52 48 100
Spinner
b 54
Probability from a sample space diagram c 48
1 a 4 d 22
b 2 e Green on A, blue on B
2 1 Calculating probabilities from a two-way table
c 4 =2
1 a 100
d 1
b 90
1
e 90 9
4 c 100 = 10 = 0.9
2 a d 65
5 7 8 11 65 13
e 100 = 20 = 0.65
f 4
Red

4 6 7 10 4 1
g 100 = 25 = 0.04
h 6
1 3 4 7
6 3
i 100 = 50 = 0.06
2 3 6
2 a Do you eat breakfast?
Blue
b 9 Yes No Total
c 1 Year 7 53 19 72
1
d 9 Year Year 8 39 24 63
group Year 9 34 31 65
e 4
4 Total 126 74 200
f 9
b 63
c 24
24
d 63
e 126
f 53
53
g 126

171
3 a Spinner B 2 a 7
b 6
Red Blue Total c 7
Red 14 26 40 d sister brother

Spinner A Blue 3 7 10 only a

only a brother
Total 17 33 50 sister
7 5 6

b 50 neither a sister
7
nor a brother
c 14
14 7 a sister and
d 50 = 25 a brother
e 29 7
e i 25
29
f 50 5 1
ii 25 =5
7
g 50 13
iii 25
4 a
Book
Yes No Total
Yes 2 9 11
Film No 3 6 9
Total 5 15 20
11
b i 20
9
ii 20
c More likely to have seen a film as the probability is higher.
d 6
e 60
9.5 Venn diagrams
Reading a Venn diagram
1 a The prime numbers in the diagram are 2, 3 and 5.
The multiples of 2 in the diagram are 2, 4 and 6.
b It is both a prime number and a multiple of 2.
c 2 is an outcome of both events.
d 1 is not a prime number or a multiple of 2; it is not an
outcome of either event.
Probability from a Venn diagram
1 a 6
b 3
3 1
c 6 =2
4 2
d 6 =3
e 2
2 1
f 6 =3

Drawing Venn diagrams and calculating probabilities

1 a own a dog own a cat
own a cat but
own a dog but not a dog
not a cat 9 3 14

own neither a cat

4
nor a dog

own a cat
and a dog

b i There are 9 + 3 + 14 + 4 = 30 students in

the Venn diagram.
ii 14 students own a cat but not a dog.
iii 17 students own a cat.
iv 3 students own a cat and a dog.
v 4 students own neither a cat nor a dog.
14 7
c i 30 = 15
17
ii 30
3 1
iii 30 = 10
4 2
iv 30 = 15

Answers 172
 UNIT 10 Comparing shapes 2 a–c
y
tan 20° =
8
10.1 Congruent and similar shapes
d y = 8 × tan 20°
Congruent and similar shapes e y = 2.9 cm
1 a C b B 3 a 3.5 cm b 12 cm c 7.0 cm
2 a A and C b A and B, B and C 4 a 10.4 cm b 12 cm c 32.2 cm
3 d i DF ii EF 3
e 3, 3, 3 5 A: tan 30° =
x
f Yes, the ratios of the corresponding sides are all the same. x
4 a Similar, scale factor of enlargement 2 B: tan 30° =
3
b Neither
1 10.4 The sine ratio
c Similar, scale factor of enlargement 5
d Similar, scale factor of enlargement 4 Finding the hypotenuse of a right-angled triangle
Using congruent shapes to solve problems 1 a AC b DF c GI
1 2 a The hypotenuse is the longest side. It is opposite
the right angle.
b The opposite side to angle θ is opposite the angle θ.
c The adjacent side to angle θ is next to θ and the right angle.
23°
67° 13 cm Using the sine ratio
5 cm 1
13 cm 1 a–c 0.5 or 2
12 cm
d i 0.3 ii 0.7 iii 0.9
23°
iv 1 v 0
12 cm
y
2 a–c sin 30° =
9
67° d y = 9 × sin 30°
5 cm e y = 4.5 cm
2 a A and C 3 a 7.1 cm b 10.4 cm c 2.9 cm
b A and B 4 a 13.4 cm b 5.5 cm c 8.8 cm
c A and C y
d A and C 5 A: sin 62° =
10
3 The sides of length 10 cm are not corresponding sides: on y
B: tan 62° =
the first triangle it is the longest side; on the second it isn’t. 11
Even if the unknown angles in each triangle were the same, 10.5 The cosine ratio
the triangles wouldn't be congruent.
Using the cosine ratio
4 a–b Students’ diagrams
c Yes 1
1 a–c 0.5 or 2
d Yes, since there is only one length, they will always be
enlargements of one another. d i 1.0 ii 0.9 iii 0.7
iv 0 v 1
10.2 Ratios in triangles
y
Sides in similar triangles 2 a–c cos 30° =
10
1 a Side AC corresponds to side DF. d y = 10 × cos 30°
Side BC corresponds to side EF. e y = 8.7cm
b i 1:3 ii 1 : 3 iii 1 : 3 3 a 8.5 cm b 7.5 cm c 9.2 cm
c All the ratios are the same. 4 a 11.5 cm b 6.1 cm c 31.4 cm
d If two triangles are similar the ratios of the lengths of
12
corresponding sides are equal. 5 A: sin 50° =
y
2 a 12 : 6 b 2:1
18
c 10 : 5, AC = 10 cm d 8 : 4, EF = 4 cm B: cos 50° =
y
3 a i 7:9
6 He has incorrectly identified the sides; y = opposite.
ii 4 : 6
iii 10 : 12 10.6 Using trigonometry to find angles
b 7 : 9, 2 : 3 and 5 : 6 The inverse tangent function
c No 1 a–c 45°
d If triangles are similar all the ratios are the same. d i 63.4° ii 71.6° iii 26.6°
Angles in similar triangles iv 74.1° v 79.1°
1 a 37°, 53°, 90° 4
2 a–c tan θ = 3 d 53.1°
b Corresponding angles are equal.
3 a 40.6° b 59.0° c 63.4°
c 39°, 49°, 92°
d Corresponding angles are equal. The inverse sine function
e In similar triangles corresponding angles are equal. 1 a–c 30°
2 a Corresponding angles are not equal. d i 53.1° ii 11.5° iii 14.5°
b Corresponding sides are not in the same ratio to each other. iv 81.9° v 44.4°
12
c Corresponding angles are not equal. 2 a–c sin θ = 13 d 67.4°
10.3 The tangent ratio 3 a 38.7° b 30° c 22.0°
Naming the sides of a right-angled triangle The inverse cosine function
1 a BC b DE c GI 1 a–c 60°
2 a AB b EF c GH d i 36.9° ii 78.5° iii 75.5°
iv 8.1° v 45.6°
Using the tangent ratio 9
2 a–c cos θ = 14 d 650.0°
1 a–c 1
3 a 64.6° b 68.7° c 48.2°
d i 0.3 ii 0.6 iii 1.7 iv 0

173
Index errors 97–9
estimates 3–4
non-linear graphs 112–14
non-linear sequences 74–6
experimental probability 117–19 nth terms 70–3, 76
10, powers of 6–8
expressions 9–26
substituting into 12–14 operations
adjacent side 135
inverse 49–50
angle bisectors 62
factorisation 24 priority of 1, 13
angles, finding using trigonometry
‘fair’ games 122 opposite side 135
145–7
force 53–4 outliers 37
area 53–4
formulae
circle 88–9
graphs and 17 parabola 109
arithmetic sequences 70–3, 75
subject 18–20 parallel lines 101–2
ascending order 34
using and rearranging 18–20 percentage changes 49–50
averages, calculating 34–6
writing and using 15–16 percentage error intervals 99
ax + by = c 103–5
fractional scale factors 48 perpendicular 60
frequency tables 34 from point to line 63
balancing method 9–10, 80
grouped 35–6 perpendicular bisectors 60–3
bias 29
function machines 15–16, 79 pi (π) 87–89
bisectors 60–3
point of intersection 106
bounds 97–9
geometric sequences 74–5 powers see index/indices
brackets 13–14
gradients 100–1, 104 pressure 53–4
expanding 23, 25–6
graphs 100–14 primary data 27–8
and formulae 17 priority of operations 1, 13
calculations 3–4
line 39–40 prisms 93–5
centres of enlargement 43–6
non-linear 112–14 probability 115–27
charts, interpreting 41
of quadratic functions 109–11 experimental 117–19
circles 60, 86–9
scatter 37–8 mutually exclusive events 115–16
circumference 86–7
simultaneous equations 106–8 sample space diagrams 120–2
compound measures 51–4
straight-line 100–5 theoretical 119
congruent shapes 128–31
grid method 23, 25 two-way tables 123–5
constructions 57–69
grouped data 39–40 Venn diagrams 126–7
basic 60–3
grouped frequency tables 35–6 proportion 55–6, 82–5
triangles 64–6, 67
direct 55, 82–4
continuous data 30
highest common factors (HCFs) 24 inverse 56, 84–5, 113–14
correlation 37
hypotenuse 90–2, 139 pyramids 66
cosine ratio 142–4
hypotheses 28 Pythagoras’ theorem 90–2
cross-section 93
cube roots 3–4
index/indices 1–6, 12–13 quadratic equations 109–11
cylinders 95–6
index laws 1–2, 21–4 quadratic functions 109–11
inequalities 77–8 quadratic sequences 75–6
data 27–42
intersections 102 questionnaires 33
collecting 28–9, 30–1
inverse cosine function 147
continuous 30
inverse operations 49–50 radius 86, 88
discrete 30
inverse proportion 56, 84–5, 113–14 random samples 29
displaying and analysing 37–40
inverse sine function 146 ratios
grouped 39–40
inverse tangent function 145 scales as 59
presenting and comparing 41–2
in triangles 132–4
primary 27–8
line of best fit 37–8 trigonometric 135–44
secondary 27–8
line bisectors 60–2 reports, writing 42
data collection sheets 30–1
line graphs 39–40 right-angled triangles 65, 90–2, 135–47
density 53
lower bounds 97–9 right prisms 93–5
diameter 86–7
roots 3–4, 12, 80–1
direct proportion 55, 82–4
maps 57–9
discrete data 30
mass 53 sample space diagrams 120–2
distance 51–2
mean 35–6 samples 28
from point to line 68–9
median 34 random 29
multiplicative reasoning 43–56 satisfies 77
enlargement 43–8
mutually exclusive events 115–16 scale diagrams 57–8, 67–9
equations
scale factors 43–6
quadratic 109–111
negative scale factors 47–8 fractional 48
simultaneous 106–8
nets 66, 94, 96 negative 47–8
solving 9–11, 18–19, 79–81

Index 174
 scales 57–9 stem and leaf diagrams 41–2 similar 132–4
scatter graphs 37–8 straight-line graphs 100–5 trigonometry 135–47
secondary data 27–8 subject, of formula 18–20 two-way tables 32, 123–5
sequences surface area 94–6
arithmetic 70–3, 75 surveys 27–9 upper bounds 97–9
non-linear 74–6 planning 27–9
shapes Venn diagrams 126–7
congruent 128–31 tangent ratio 135–8, 141 volume 53, 93–4, 95–6
similar 128–34 term-to-term rule 71–5
similar shapes 128–34 time 51–2 x-intercepts 103–5
simultaneous equations 106–8 triangles
sine ratio 139–41 congruent 130–1 y = mx + c 100–2, 104–5
speed 51–2 constructing 64–6, 67 y-intercepts 100–5
square roots 3, 12, 80–1 ratios in 132–4
standard form 7–8 right-angled 65, 90–2, 135–47

175